Theoretic Research And Practice On Geography Teaching Design Of New Curriculum

Teaching design, the premise for effective teaching plays an important role in curriculum innovation. Since new curriculum innovation in geography, teachers in middle school have not catch the pace of the innovation in reflecting the new curriculum idea and modern teaching design theory in the transition from traditional teaching plan to teaching design. The reasons, on the one hand, lie in the middle school teachers who perceive neither the idea of the new geography curriculum thoroughly, nor grasp the principles which should be complied under the new curriculum and thus follow the old method in teaching design; on the other hand the teachers have not the advanced theory of modern teaching and educational design in practical teaching design. This results in much more invalid designs in class, and that the innovation of new geography curriculum is hindered accordingly. This thesis, divided conveniently into four parts focuses on practical research on teaching design guided by the idea of new geography curriculum to provide references for geography teaching, the promotion of validity in teaching design and earlier realization of the curriculum innovation objects.Chapter I is the theoretical base for the teaching design of new curriculum. In this chapter, the connotation of the new curriculum teaching design is made sure, both the core and fundamental ideas of the new geography curriculum are stated. Hence the geography teaching design must be founded theoretically on the basis of systematic theory, theory of learning, theory of teaching and learning in geography, propagation theory for the teaching design of new curriculum.Chapter II is the principles and patterns for teaching design of new curriculum. Aiming at the vague cognition of principles of the teaching design for the middle school teachers, six principles which should be conformed in design of teaching geography guided by the idea of the new curriculum are established. They are systematic principle, student-centered principle, open teaching principle, individual distinctive principle, communicative interactive principle, geographic characteristic principle. Patterns of teaching design in terms of the new geography curriculum are constructed by referring to Sino-foreign teaching design patterns and taking account of the combining characteristics of geography.Chapter III is the strategies of the geography teaching design of new curriculum. This chapter is an important part of the thesis. Based on modern teaching design theory and the idea of new geography curriculum, it explores and designs teaching target, teaching strategy, teaching media and teaching evaluation both theoretically and practically. The design of teaching target requires pre-design analysis, flexible statement, simplicity or difficulty at proper time. The design of the teaching strategy requires either classification of geography knowledge, intensive processing, organization and repetition in teaching declarative geography knowledge or illustration-regulation, regulation-illustration and concept teaching method in teaching program geography knowledge. The design of teaching media requires compatibility with the student's cognition, obedience and service of teaching target. Either media fixation or media overlapping must be prevented. The teaching evaluation is of vital importance and difficulty in new curriculum innovation. Especially the punctual formative evaluation on a teaching hour is important to carry out evaluation idea. Teachers must finish this procedure as an important part in the teaching design. The above-mentioned design strategies are analyzed and demonstrated by illustrations from middle education class.Chapter IV is the research on practice for the geography teaching design of new curriculum. The fruits of the previous studies are applied in class design and analyzed by experiments.Finally arguments in this thesis are summarized. Further study for the untouched parts in this topic will be expected.