A Study On The Strategies Of Geography Teaching In Senior High School Based On Gender Differences

The new curriculum reform put forward that education should adhere to educational fairness and teaching based on individualization. A teacher should conduct the differentiated teaching with different methods from the actual situation of the students according to students’ different characteristics and personality differences in the education and teaching activities, to make the students get the best development. Therefore, in geography education, we should adhere to this principle, respect the students’physical and mental development regulation, carry out the differentiated instruction specifically, and make every student get good development according to their different geography learning styles.Geography is a synthetic subject synchronizing the nature of humanistic and social science and natural science. If a high school student wanted to learn this course well, the higher comprehensive ability would be required; it was indeed a challenge to a high school student who just formed the improved ability to think. The construction concept of the new high school geography curriculum is "to meet the geography learning needs of different students." Teachers should focus on students’geography learning differences, and actively explore a variety of teaching methods which adapt to the students’differences. However, in the actual geography teaching, the geography teachers paid more attention to the students’ individual differences, but little attention to the differences between both sexes. In fact, there were obvious differences between both sexes in learning styles from the physiological or psychological perspective; and I also found the existence of this problem in educational practice. For example, boys are more active to take part in interaction in geography than girls. And girls are more serious and struggling about the attitude on learning geography than boys, but the effects and grades of learning are not better for girls than boys. Boys are more interested in universe mystery, industrial and agricultural development, natural disaster. However, girls tend to be more interested in the development of city, cultural tourism.The research focuses on the key point about gender difference closely, inspects the concepts and practice in geography from the perspective of gender, and reveals the mask of "no gender education" on gender bias. First, it can provide real fairness for geography education by focusing on gender difference and eliminating gender bias. Secondly, it can provide reference for realizing "teach students in accordance of their aptitude" in geography education. Thirdly, it promotes gender studies popularization and development in the field of education.The thesis investigates the situation of gender difference in learning geography in senior high school and analyzes its influential elements under the guidance of theories of gender formation (psychoanalytic theory, social learning theory, cognitive development theory, and schema theory), learning theory (psychological difference theory, theory of teaching students in accordance of their aptitude, humanistic theory), geographical science theory. Meanwhile, the research methods include literature research, theoretical analysis, and questionnaire. Besides, participants in the research are taken from arts students in Guangming New District Senior High School in Shenzhen. Finally, the author puts forward teaching strategies from the point of gender difference based on the behaviors and influential elements that appear in learning geography.From the point of research results, like jumping to conclusions:1. Male and female in learning geography is the existence of differences. These differences included geography achievements, interest and motivation to learn geography, geography cognition, geography learning and geography evaluation methods. It is the sex difference, affect learning and achievement.2. I also rationally analyzed the factors affecting the gender differences in geography learning, including physiological factor, psychological factor, and environmental factor. Among them, the school environment is the most direct influence factors on student learning produces gender differences in geography, and we should focus on the concept of gender equality in school education.3. The research and development of geography teaching strategies should be conducted specifically according to the different learning situations and features of both sexes. This should be the ultimate purpose and direction of this research. First, the correct gender perspective should be established, and the students’ awareness of gender fairness should be trained. Second, the geography textbooks should be secondarily developed in line with the characteristics of the psychological development of both sexes. Third, the "teaching based on gender" should be developed, and the concept of gender differences should run through the entire geography teaching. The fourth, Focus on development of non-intelligence factors, enhance the geography ability of girls.In short, the study of gender differences was not to widen the differences, but to narrow the differences. The positive and effective geography teaching strategies should be provided, and the "teaching based on gender" should be implemented by aiming at the gender differences, to eventually eliminate gender stereotypes, so that the students could equally acquire the geographic knowledge and skills, achieving the ultimate goal of geography education.