The Study, Based On Geography Teaching Design Of The Network Environment

As network education technologies keep on developing, the time and space of geographic teaching have new definitions and the contents of courses and teaching system are constantly updated. Under these circumstances, it seems imperative to introduce network-based quality education in the teaching of secondary school geography. Full application of network resources into geography teaching, effective network-based activities to enhance geographic studies and proper selection of network technologies as means of complementing teaching process are main components of network-based geographic teaching design as well as some hot topics in today's educational reform and studies.The thesis is based on such research methods as literature studies, survey and case analysis and includes the following parts:PartⅠincludes an overview of the status quo and trend of network-based geographic teaching at home and abroad, a summary of their characteristics and shortcomings and a list of problems to be studied.PartⅡdescribes three basic theories of network-based geographical teaching design, namely, cognitive learning theory, constructivism theory and humanistic theory, identifies potential problems in geographical teaching via questionnaires and puts forward general characteristics of network-based geographical teaching design.PartⅢdiscusses main principles and methods of network-based geographical teaching design. The principles include: identify objects in line with students'levels; organize contents of courses in a variety of strategies; encourage self-directed learning; advance cooperative and interactive explorations. The methods include making of teaching objectives, analysis of students'needs and educational resources, selection of teaching methods, form of teaching assessment and designing of geography-oriented websites. Three geographic teaching models are practically set forth in this part: a"situational experience"model, a"problem-explored"model and a"subject-oriented"model. Finally, cases of the three geographic teaching models are given to show application of modern network technologies in the teaching programs of secondary school geography.