The Research Of Senior School's Applied Multi-digree Teaching In Geography

In the second half of the 20^th century, all the countries throughout the world thought it important to give priority to develop the education and foster a large scale of talents of quality, who have the awareness of the whole world and the creative spirit, as a means of putting up the essential competitive power and coping the increasing international competitions. Thereby all kinds of educational reforms were drastically conducted worldwide and all sorts of educational theories came into being. It had been necessary that we must change our ideas of emphasizing the economic values of education one-sidedly, putting more attention to the sole knowledge of some subject and the competitions, valuing only the performance of the students, ignoring the development of the students' personality and solidifying the teaching requirements in the traditional teachings, and set up the students-oriented concept in order to develop the education. Meanwhile, all sorts of teaching tree, respecting the differences of the students and embodying the idea of teaching according to the students' abilities, had been fully emphasized all over the world. It greatly changed the educational system, educational ideas, educational contents and educational forms. In China, now we also begin to promote the educational reform which regards the students' comprehensive abilities as its main object in order to accustom ourselves to the globalization, informationization and individualization of the education. It has been the main theme of our country's elementary education reform to respect the differences, care of the individual development of the students, treat the development of them with an all-aspect, developmental and dialectic viewpoint, and make an effort to realize the equality of the education. The teaching tree, as a teaching mode of being based on the differences of the students, is warmly welcomed by all the teaching leagues. I, as a main teacher of liberal arts class in a senior high school and a teacher of geography since the year of 2001, start to learn a lesson from some cities' and provinces' teaching tree and attempt to adopt the teaching tree in my teachings in order to change the unfavorable situation of being weak in the teaching of liberal arts classes in our school for a long time and the constant proportion of students entering schools of a higher grade in college entrance exam. My main method is as follows: firstly, I divide the senior students of liberal arts into three dimensions according to their basis of knowledge, the cognitive ability, temperamental features, the priority in some subjects and their interests, etc. Then by means of dimensional objects, dimensional preparation of lessons, dimensional teaching, dimensional assignment and assessment, I make sure that all the students in different levels can get the most basic studying needs and improve themselves so as to exploit their potentiality and make their all-rounded development. Through the persistent efforts over the years we have achieved obvious achievements. Now the students has established their self-confidence, increased the interest of geography, strengthened the awareness of participating in the teaching activities, formed the habit of thinking over and finishing their assignments independently and owned more activeness. They not only acquire the solid basic knowledge of geography but also promote their abilities of analyzing and solving the problems, which makes us breakthrough the study of liberal arts. Thus it makes a solid foundation for the students to get high scores in the comprehensive subject of liberal arts in the college entrance exam. And of them, the performances of the students in the A level rise the most and the students' in the B level the less. And the students in the weakest level have bettered their habits and attitudes to the study and enlarged their self-confidence. With the rising of the students' performances and their self-confidence, their merits have been paid more attention of the school. Therefore, the students from the liberal arts classes get more opportunities to show their talents in different kinds of school activities. The changes not only make the leaders of the school and the teachers change their old opinions but also greatly increase the students' interest in the liberal arts teaching. At the same time, the teaching tree changes the teachers' traditional opinions and improves themselves as specialists. It is reasonable that they will become more self-confident and self-possessed when faced with the new course reform to the senior high school.