The Study Of The Teaching Strategy On The Reflective Geography Picture Based On Blogs In Grade Seven

In order to improve students'competence and efficiency in learning geographic patterns, it is conducive to reforming curriculum and improving teaching efficiency to construct the geography course based on modern information technology, transfer students'learning styles, train students'reflection strategy of geographic patterns consciously.Based on related theories and literatures, this thesis designs questionnaires and conveys 350 students of Grade Seven in Pucheng No.3 Middle School. The result shows that most students have inadequate basic knowledge and lack skills in geographic patterns. They are not only poor in consciousness but low interest in learning and applying geographic patterns; undesirable learning habits and the like. By analyzing the causes, the thesis puts forward main blog-based operating approaches in geographic pattern teaching for Grade Seven:compose situations—raise questions—analyze questions—solve questions—raise questions—solve—new questions. In addition, the paper brings forth reflection strategy of blog-based geography graph teaching for Grade Seven both theoretically and practically from the angels of teaching and learning. From the perspective of teaching, the paper reflects on the teaching objective, contents, process, effect and evaluating mechanism of blog-based geographic pattern teaching for Grade Seven. From the perspective of learning, the reflection strategy of blog-based teaching is conducive to cultivate students'awareness in learning geographic patterns, improving students'habits of learning geographic patterns, stimulating students'interest in learning geographic patterns, changing students'ways of learning geographic patterns, promoting their skills of applying geographic patterns.This research takes two classes (113 students) of Grade Seven in Pucheng No.3 Middle School as subjects by means of the combination of experiment and case study. The comparative experiment lasts for one school year and arrives at the following results:the students apparently improve in the following aspects:geography study achievements, interest in learning geography, learning habits and applying skills. Besides, they develop an independent, cooperative and probing way of learning geography. The result also indicates that the teaching strategy taken by this experiment can promote the professional growth of teachers to help students learn how to learn, to highlight the dominant position of students, thus contributing to improving student learning outcomes of students is conducive to grasp the geography of learning ways to improve the quality of the students thinking, with operability.