High School Natural Geography Teaching Design Research Of The New Curriculum

According to the new curriculum standard of high school geography teaching, it puts forward higher requirements on high school geography teachers:develop modern citizens'basic concepts of geographic literacy, meet different learning needs of students, focus on the exploration of geographical problems, emphasize information technology in geographical learning applications and pay attention to the evaluation of learning process and learning outcome. How to organize teaching high school geography to achieve the requirements of curriculum reform? This issue was placed in front of each high school geography teacher.Modern cognitive psychologists studies show that knowledge has different types, and different types of knowledge have different learning processes and conditions. When in teaching, teachers should identify the type of knowledge, must clearly know what the course contents belong to. Owing to this, teachers can make a reasonable design for students. Where characteristics of each type of knowledge are different, there are the different choices of teaching strategies.This paper mainly used a literature method, observation, interview and experimental method for research. Based on the point of view about classification of modern cognitive psychology, It divides the high school natural geographical knowledge into three types: geographical declarative knowledge, geographical procedural knowledge and geographical strategic knowledge, and it discusses their own characteristics and teaching strategies of the three types. Meanwhile, it sorts the in common used teaching method in the high school geography, and introduces the general flow of them, points out some problems that should be paid attention to in operation; Then it classifies compulsory module 1 knowledge of high school geography, and offers some simple advice of the teaching of each chapter by taking the PEP high school geography textbook for example. Finally, it chooses a few representative content, then designs the teaching pieces of them, and through the actual teaching, makes teaching reflection according to the student feedback. And it aims to provide references for high school natural geography teaching.