Research On Strategy Of Geographical Situational Experiencing Teaching And Learning In Junior Middle School

Geographical situational experiencing teaching and learning,is to build a good situation to start classroom teaching, which is based on student experience and reflection, sentiment for organization, for achievement of exchange and communication of life between teacher and students. It is a dynamic development of the teaching and learning phase unified interaction and interaction process. It focuses on classroom teaching of"teaching"of the main teachers for the creation of situations, and hence lead to a"study"the experience of the main body of students learning, rather than the simple addition of situation and experience. Geographical Situational Experiencing Teaching and Learning for the junior high school geography teachers might be a new term, but the word situation for them is not unfamiliar. In fact, many geography teachers, particularly junior high school geography teachers, have used the geographical situational teaching ideas in the process of geographical teaching unconsciously. However most of them in the use of geographic context in order to increase students'interest and motivation, ignoring the emotional experience,the inspired and informed generation of the students in the context. Because of their understanding and knowledge of geographical situational experiencing teaching and learning, is not deep enough and systematical, neither do not form methodology.The whole paper includes three constituent, the introduction, the main text and the conclusion. The main text is divided into four chapters.The introduction elaborates the research background, and clarified the research significance, research content, research methods and research process.The first chapter is the literature summary. This portion analyses philosophical basis and learning's theoretical basis of geographical situational experiencing teaching and learning, and cards the research status of geographical situational experiencing teaching and learning.The second chapter, through interviews with geography teachers and students of Northeast Normal University subsidiary junior high school, reflect the adaptability of junior high school geographical teaching and geographical situational experiencing teaching and learning, concluded that situational experiencing teaching and learning in junior high school geography teaching adaptability, can be a kind of effective geographic teaching methods.The third chapter, analyze the functions of geographical situational experiencing teaching and learning, and propose two basic principles of geographical situational experiencing teaching and learning: the principle of purpose and the principle of effectiveness. Analyze geographical curriculum resources and geographical courses three-dimensional target of junior high school, junior high school geographical curriculum resources is the premise of geographical situational experiencing teaching and learning, and the three-dimensional target is the goal of experience.The fourth chapter, based on junior high school geography content's nurtured, proposes the creating situation's strategy,sentiment strategy,generation strategy and sublimation strategy of geographical situational experiencing teaching and learning. This part is the main part of this research.In addition, the theme of this research is prospected, and the shortcomings of this research are pointed out.