The Study Of Geography Teaching Logic Hypothesis

As a lens,"atmospheric circulation" has perspected all kinds of logic deviations in the middle school geography teaching.The purpose of this paper is to study the teaching logic in the teaching of geography in middle school.This paper puts forward a number of operational logic assumptions to guide junior middle school geography,senior high school physical geography and senior high school human geography.This study started with the discussion of the semantic meaning of "logic”.Through literature review,we judged the characteristics of “teaching logic”.Combined with the author’s observation and understanding of the geography class,we finally make the definition of the concept of “teaching logic".Teaching logic is in the dynamic transformation of geography teaching process,the teaching activity sequence and teaching action sequence arranged and implied by teachers,based on their understanding of the geography teaching rules and students’ learning rules.This study puts forward some teaching logical assumptions,and through quasi experimental method and Delphi method to verify the rationality of the teaching logic hypothesis.Specifically,the conclusions of this study are as follows:1.In the field of regional geography teaching in junior high schoolHow to organize teaching activity sequences:If we put the "description" and "interpretation" of the traditional regional geography as the theme of teaching activities,teaching effect will be better.It is better to connect the teaching activities with a clear line of situation.How to organize teaching action sequences:Teaching actions of regional location,to guide students to choose the reference,from multiple angles to describe and evaluate the location of the relationship,the teaching effect will be better;Teaching actions of regional characteristics,put the regional dominant geographical elements of teaching in the first place,the teaching effect will be better than the conventional teaching;Teaching actions of regional differences,use original problems,the teaching effect will be better than the conventional teaching;Teaching actions of regional development,to introduce the region in detail,put forward the diversification problem,and refine the view,the teaching effect will be better than the conventional teaching;2.In the field of physical geography teaching in senior high schoolHow to organize teaching activity sequences:In the department geography classes,to join one or two activities which put "integrity" as the theme,teaching effect will be better.Different types of classes should be used in different ways to connect each activity,and these ways include: the logic of scientific discovery,situation line,and scene situation.How to organize teaching action sequences:We divided teaching action into “concrete rise to abstract” actions and "abstract further rise to concrete" actions in accordance with the logic of human cognition."Concrete rise to abstract" contains two types actions,presentation based on feature extraction,and method directed experiment."Further rise to the abstract" action,it is to rely on specific regions of the specific natural geographical phenomena,with real and specific cases.Cases should not only reflect the physical geography knowledge,but also reflects the particularity of cases.3.In the field of human geography teaching in senior high schoolHow to organize teaching activity sequences:To transform the scientific research topic of geography research into the subject of the teaching activity in a reasonable way by some teaching processes,teaching effect will be better.How to organize teaching action sequences:To follow the three principles of human geography(cases should maintain a certain complexity;cases should rely on a specific regions;cases should involve a continuous period of time)to organize of the case material,teaching effect will be better.The expression of the cases should draw lessons from the geography research.Original questions will be better.