A Study On The Application Of Illustrated Teaching Method In Middle School Geography Teaching

For all students, the new curriculum reform requires to improve their scientific quality and initiate inquiry learning. Graphic teaching method is in accordance with the idea of new curriculum reform, the characteristics of geography, the requirements of new geography curriculum standards, and the features of the college entrance examination questions of geography in recent years. Meanwhile, it help to mobilize the enthusiasm of students to learn geography, help teachers and students grasp integrity and hierarchy of teaching materials and form a systematic geographical knowledge, help students remember knowledge of geography and develop the ability of geographic thinking, and help students reconstruct multiple intelligences.Therefore, the new curriculum ideas and new geography curriculum standards are as a guide, By reading a lot of literature and summarizing results of previous studies, in conjunction with teaching practice on this basis, the thesis intended to regard the graphic teaching method’s important role in high school geography teaching process as the starting point to explore the current status and the limitations of the graphic teaching method in the high school through methods of literature analysis, test scales, teachers’ and students’questionnaires in addition to individual interviews of the teachers etc. Besides, the thesis put forward the corresponding strategies for the problems occurred in the geography teaching process of graphic method. Aimed to make some contribution to school geography education is the most important significance of the thesis.Through teachers’and students’scales and questionnaires, the application status of "graphic teaching method" in middle school geography teaching was surveyed. The survey shows that application status was relatively optimistic. Teachers affirmed the function of geographical graphic teaching method, and gave some valuable suggestions on how to use geographical graphic teaching method. Moreover they worried that students would get into trouble in the process of geographical graphic drawing independently. Students also approved geographical graphic teaching method, but their ability of dealing with geographical graphic was weak, then the reasons for this situation were analyzed.Consequently, according to these survey results a strategy which built the process mode of teaching and learning geographical graphic based on problem solving was proposed. The mode expounded the teaching and learning process from the teachers and students aspects, and the main thread of the mode was the development of the teaching and learning process. Besides, the mode highlighted the idea of "teacher-led and student-centered" and realized the new curriculum idea of teacher-students communication and student-student cooperative inquiry. Finally, the lesson design was given from two kinds of different class type——new lesson and review lesson. Finally, some notes on the application of geographical graphic teaching method in teaching practice course were listed. Every teaching method is not universal, but combined with others, for example, modern multimedia technology, of course, blindly pursuing new teaching method and discarding the traditional drawing board are inadvisable.