A Study On The Application Of Sense - Based Teaching Ideas In Geography Classroom Teaching In Senior Middle School

Since2002, the new curriculum reform has been so far promoted for nine years in China, covering Eastern provinces and cities and parts of the Midwest provinces and regions. However, the education concept in China at present relatively falls behind; method and content are quite obsolete; the elementary and middle school students shoulder extremely heavy schoolwork burdens and the quality education is promoted with difficulty. According to the student-based education concept proposed by Professor Guo Sile, the radical reason for that is that there is not any change in traditional teacher-based education concept. As the essence of teaching is to learn, it cannot be a living classroom unless the classroom changes from teaching to learning. Student-based education simplifies knowledge that students are taught, and makes more time and energy to allow student to have massive activities, which fully embodies the new curriculum concept.This paper expounds the concept and theory basis of student-based education. At first, it tells that high school geography teaching status and problems, and then analyses the current situation of teaching and learning in high school’s geography classrooms. This paper mainly talks about trying to make strategies and researches of high school geography class teaching under the instruction of student-based education concept. This paper puts forward several principals for the geography class under the instruction of student-based concept:showing full respect to the rule of students’lives; entirely relying on students’learning capability and firmly reforming the existing evaluation system. The grouping principal, grouping method and teacher coaching in cooperative learning has been discussed here. By adopting some cases, this paper summarizes some new geographical lessons guiding by the student-based concept and the strategies that the middle school teachers should follow in designing recitation class. In case of student-based learning, evaluation is the essential motive power for students; therefore the author also brings out some immature suggestions on student evaluation in student-based geography class. At the ending of the paper, the questionnaire survey specific to the implementation of student-based class has been analyzed, the result showing students have gained gratifying growth in the class while verifying the success of this teaching practice and the feasibility of strategies studied in this paper.