Research On The Path Of Achievement Of Geography Teaching Objectives

Achievement of geography teaching objectives (AGTO) is not only the eternal pursuit of the geography classroom teaching, but also an important criterion of geography effective teaching. Based on the status quo of AGTO, based on finding out key influencing factors and internal mechanism of AGTO, the stuy tries to find a clear path of AGTO and construct a tool for geography teachers to teaching design and class evaluation. The main parts are as follows:In the introduction part, the background and significance as well as the purposes and main contents are introduced, the definition of relevant concepts is illustrated. It put emphasis on defining the important concept of AGTO. For students, it means the students make a holistic progress through learning for understanding, and reached the preset objectives under the premise of reasonable geography teaching objectives. For teachers, it means more than 80 percent of students participating in the study achive over 90 percent of teaching objectives. Subsequently, it is determined to study on the path of AGTO through a literature review.Chapter one focuses on the situation of AGTO.Based on triangulation,66 geography lesson examples are analized,382 students are tested,22 geography teachers and students are conducted in-depth interviews, it turns out that the situation of AGTO in middle school is not optimistic. First of all, there are such imbalances of AGTO as in different teachers, different students, especially for different dimensions. The objectives of geography knowledge and skill expand, the objectives of geography process and method get shallow, the objectives of geography emotion attitude and values fade. Secondly, there are three kinds of practical deviation:no achievement, false achievement, wrong achievement Lastly, the main causes of these problems include the geography teachers’quality and teaching culture.Chapter two focuses on the overall analysis of path of AGTO. Firstly, it raises the key factors of AGTO include geography teaching objectives, geography teaching strategies and geography teaching evaluation through literature analysis and in-depth interview. Then, the internal mechanism of AGTO is the alignment of the three elements above.lt means geography teaching strategy should be aligned with geography teaching objective, geography teaching evaluation should be aligned with geography teaching objective, geography teaching evaluation should be aligned with geography teaching strategy. Finally, the basic path of AGTO, which is design and share geography teaching objectives, select and implement geography teaching strategy and geography teaching evaluation. Chapter three, chapter four and chapter five will elaborate upon chapter two. Ⅲ/288In chapter three, it focuses on designing and sharing geographical teaching objectives which is called the navigation system of AGTO. Firstly, the teaching objective is not only the inherent requirements of geography teaching, but also reflects the intersubjectivity between teachers and students. It is a plan for the geography teaching. Secondly, by making comparison of heterogeneous classes between the novice teacher and expert teacher, it shows that the AGTO’s direction is determined by the geography teaching objectives content, and the AGTO’s effect is determined by the difficulty and density of geography teaching objectives. Lastly, we can design attainable geography teaching objectives only based on the standpoint of real and consciousness, taken integrated strategy of three dimensions, according to geography curriculum standard, focus on students, concerned about the core geographic literacy.In chapter four, it mainly discusses the selection and implementation of geography teaching strategy which is called the implementation system of AGTO. Geography is an amphibious science. Because each of natural geography, human geography and regional geography has its characteristics, the teaching objectives and teaching strategies are different. The core teaching strategy of natural geography is inquiry.there are some specific geography teaching strategies such as geographical experiment, presentation of the geographical, problems solving, combined with information technology can be specifically aligned with the core teaching objectives of the natural geography principles, there are some specific geography teaching strategies such as exercises can be specifically aligned with the core teaching objectives of natural geographical skills. There are three kinds of core teaching strategy for human geography teaching such as carrying out experience teaching, combined with local geography, integrating discussion.For the core teaching objectives of human geography geography principles,we can take such specific geography teaching strategies as decision-making teaching, layer teaching, the case teaching; For the the core teaching objectives of human geography geography skills, we can take such specific geography teaching strategies as local geography survey, data analysis, and so on. For the the core teaching objectives of humanistic spirit, we can take such specific geography teaching strategies as situational teaching and case teaching. The focus of the primary and high regional geography teaching is different, such as junior high school focus on the regional geographic features, high school focus on the regional development.For the core objective of geography factual knowledge in the junior high school, teaching in the situation is the core teaching strategy, and we can take such specific geography teaching strategies as intuitionistic teaching and map teaching. For the core objective of the geography method in junior high school, teaching in doing is the core teaching strategy, and we can take such specific geography teaching strategies as induction, comparison, using a map, using information, comprehensive analysis etc. For the core objective of the geography principles in high school, teaching in using is the core teaching strategy, and we can take such specific geography teaching strategies as problem solution, case teaching, layer teaching etc. For the core objective of the high school geography methods, teaching in doing is the core teaching strategy, and we can take such specific geography teaching strategies as the regional comparison and regional comprehensive analysis etc.In chapter five, it mainly discusses the design and implementation of the evaluation according to geography teaching objectives which is called the monitoring system of AGTO. The purpose of the evaluation is not only to promote the teaching but also learning.The design of the evaluation according to geography teaching objectives is Beforethe choice of teaching strategies, the implementation of the evaluation according to geography teaching objectives throughout the whole process of the geography teaching. Geography remedial instruction is the continuance of AGTO, which perfectly reflects the combination of evaluation and teaching. Combined with the empirical study of 12 students, there are 4 remedial geography teaching principles such as stimulating high motivations, timely remedy and changing method.the steps include determining remedial object, diagnosing the lesion and implementing remedy and evaluating the remedial effect.Finally in chapter six, it mainly discusses the conclusions and prospects. The dissertation summarize and reflect on the characteristics and shortcomings, put forward the prospects for future research.