The Optimization Design Of Senior High School Students’ Geography Learning Process Basing On Activity Education Thought

The basic education curriculum which promotes the construction of the learning process which is initiative and active focuses how students develop by participating in activities, and lays emphasis on whether the students obtain the innovative thinking and practical ability. In the theoretical study, "how students study" and "how to exert influence to make students learn better" are especially concerned by educators. Learning which contains many elements is a complex and systematic process:it is not only a kind of social phenomenon, but also a kind of individual phenomenon; it includes the process of school education scale and also the individual spontaneous learning process; it is a process to maximize the role of the elements, and what’s more a process of multiple factor coordination of the overall value of play.With the help of "Questionnaire", "Delphi method", "Classroom Observation" and other research methods, this thesis which focuses on the process of geography learning of senior high school students bases on activity education theory, tries to construct and perfect the theoretical system of geography learning process of high school students, and puts forward a series of optimization strategies in the process of learning, in order to improve and optimize geography learning process of the senior high school student according to guide the geography teaching practice. This thesis consists of six parts:The first chapter is "Introduction". This chapter not only introduces the origin, the research background and significance of the study, but also defines the related concepts on the research themes, what’s more, research status at home and abroad is discussed with the methods of literature research, on all this basis, this chapter further defined the research purpose, content, ideas and methods.The second chapter is "Theoretical assumption of geography learning process of the senior high school student basing on the idea of activity education". Firstly, the essential connotation, subject characteristic and educational value of the geography learning process are summarized:The geography learning process which has the social attribute, the humanities attribute, the cultural attribute and the development attribute consists of three dimensions:psychological development, behavior development and educational orientation; geography learning process which has multiple educational has a certain subject characteristics, that is spatial representation, regional characteristics, comprehensive thinking, scale thought, human concept and geographical practice. Secondly, this chapter constructs the analysis model of the process of geography learning of senior high school students:the essential process of geographical learning is to promote the quality of senior high school students by the way of making a good interaction between the quality and the geographical learning activities. Finally, the mechanism of geography learning process is analyzed from two aspects, which are the relationship between geography quality and geography learning activity and the essence of interaction process, and then the geography learning process is divided into five stages: perception of geographical things representation, searching the internal geographic information, practicing the geographical learning behavior, carrying out the subject and object reflection, internalizing of individual geographical quality.The third chapter is about the construction of the framework of the high school students’ learning process by Delphi method. First of all, on the basis of analyzing the principles of framework development, this chapter preliminary constructs the optimization framework of the high school geography learning process. Next, the optimization framework is compiled into an expert questionnaire, and examining the rationality and the scientific of the two level indicators and the specific description, and according to the expert opinion, the optimization framework is revised. Lastly, coming to a relatively scientific optimization framework which consists of five first level indexes, twelve two level indexes and their corresponding specific description.In the fourth chapter, the purpose of which is not only to find the practical starting point, but also to lay the foundation for the optimization design strategy, the present situation of the high school students’ learning process is studied by the optimization framework of the high school geography learning process. This chapter consists of two parts:the first part investigates and analyzes the present situation of geography learning process of four hundred and sixty-five students from three high school in different levels in Wuhan City, Hubei Province through the form of questionnaire. The results show that the optimization degree of high school students’ learning process is not optimistic and there are obvious differences in different school levels. In teaching practice, students’ participation in geography quality is not comprehensive, and the depth needs to be improved; the second part researches on the current situation of activity interaction and promoting the development of students’ geography quality in high school geography class through classroom observation.The fifth chapter carries on the optimized design of high school students’ geography learning process from the point of view of methodology. This chapter illustrates the environmental support, guiding ideology and implementation strategy of the optimization design of the high school students’ geography learning process. Environmental support for optimal design includes the practice form of geography education, the meaning of geography teaching goal, the subject of the relationship between teachers and students and geography learning situation. Guiding ideology is about promoting the best development of students’ geographical quality, advocating the acquisition mode of students’ active learning, ensuring students’ learning and development in their activities, realizing the effective connection between quality and activity. Implementation strategies include:exciting subjective activity by focusing on the problem, goal oriented and actively developing; optimizing the activity structure by cognition oriented, Subject of concern and orderly expansion; deepening the learning promotion by integrated processing, opening space, migration and application; broadening the field of interaction by consciousness first, practice guiding, evaluation breakthrough; strengthening teacher control by meeting time, conversational communication, positive feedback.The sixth chapter is "Conclusion and Discussion". This chapter summarizes the research from two aspects of theory and practice, and discusses the innovation, the problems and deficiencies of the study.