A Study On The Application Of High - Efficiency Classroom Model In Geography Teaching In Middle School

Geography is closely related to students’ daily life, which provides the necessary basic knowledge and skills for students’ lifelong development. The geography classroom is a platform to disseminate the knowledge of geography, and it is also the key to whether students can learn geography well or not.Recently,the traditional mode of the geography teaching is mainly teacher-centered,which does’t stimulate students’intiative in learning and leads to the teaching objects unfinished.So there is an emergent need for geography classroom teaching mode to have some changes.In2001, China began a new round of basic education curriculum reform, which put forward:"changing the course to pay attention to the tendency of knowledge, emphasizing forming active learning attitude and making the process to acquire basic knowledge and basic skills during the process of learning to learn and forming correct values." With the progress of the times, some schools keep up with the pace of teaching reform. They change the traditional education mode, and gradually form a "Guided learning plan"efficient classroom mode with their school characteristics.They use it in the teaching of geography. For example, in No. Two Middle School of Changle in Shandong, they use "271" efficient classroom teaching mode. In Shandong Du Lang Kou Junior High School, they use "336" autonomous learning mode. Besides, in the author’s Alma mater, Meng Jin Second Senior High School in Henan province, according to the practical situation of this school, they have the "246" study case learning model.Although the implementation of efficient classroom model is effective, there are still some problems and shortcomings in geography teaching.This paper learns from past experience of effective classroom research and compares the geography teaching in the traditional education mode and efficient mode. Besides, this paper carries on the empirical research based on the students and teachers from the aspect of guided learning plan. This paper also studies the problems and insufficiency of the efficient classroom-teaching mode in geography teaching. Besides, the author puts forward some constructive suggestions through combining the actual situation with the implementation of efficient classroom mode.Through the questionnaire survey and analysis of the students and teachers,found that because of the different degree and grade,the students had different views of the efficient classroom and the"Guided learning plan".Besides,though most teachers recognize "Guided learning plan"teaching mode in the application of the geography discipline,because schools don’t have enough emphasis and hardware facilities,also think it has difficulties in the process of implementation.In this paper, the author puts forward several suggestions, which need to be considered in the implementation of geography learning in the process of carrying out efficient classroom teaching mode:Firstly, teachers’and students’concept need to be thoroughly changed. Because of the influence of the traditional education mode, the traditional education thought is deeply rooted in students’ and teachers’ mind, which requires teachers and students to change their thinking at the beginning of the reform and let them recognize the necessity and importance of the reform.Secondly, it is necessary to handle the relationship between the guided learning plan and the homework of geography. Only with a good relationship between the two, can students’ schoolwork burden be lightened and can the role of geography guided learning plan be effective.Thirdly, good team construction,to mobilize students’learning.Finally, schools need to carry out the efficient classroom teaching mode based on the actual situation and the particularity of geography rather than blindly copying.