A Practical Study On The Teaching Mode Of "Post - School Teaching And Training" In High School Geography Teaching

Teaching model is the basic structure of the teaching activities. And each teacher will consciously or unconsciously teach in accordance with a certain teaching mode in the teaching work, but the existence of this model is scientific and reasonable. Under the reform of basic education classroom from the test phase to full extension phase of the historical background, the traditional teacher-centered teaching mode is no longer to meet the needs of the development. In the traditional teaching mode, the entire teaching activities and teaching structures are teacher-centered. The teaching ways, teaching skills and teaching art of teachers determine the student’s learning, and high or low academic scores under conditions of exam-oriented education. However, as cognitive subjects in the whole process of teaching, students are always in a position of passive recipients of knowledge, and student learning initiative has been ignored or even suppressed. Obviously, this phenomenon is not consistent with the demands of modern society for personnel training. This traditional model can not be responsible for training high-quality creative talents. Therefore, to change the traditional teaching model will be imperative.Based on author’s experiences as a high school geography teacher, the reform of basic education, high school geography class standards, constructivist and humanistic theories, and the relevant research results at home and abroad, the thesis demonstrates the importance of the teaching mode in high school geography teaching according to students’ geography learning interest questionnaires, level testing and statistical analysis got from the specific applications and cases of this teaching model in Zichang High School geography teaching.This paper consists of six parts. The first part focus on the main learning situation, significance, research methods, technique route, students’study situation and other aspects of high school geography. The second part elaborates concepts and theoretical foundation including constructivist and humanistic theories and introduces the definition, components and characters of "Learning before Teaching, Getting Trained in Class". The third part demonstrates the necessity of the model implementation from arousing students’self-learning ability, the new curriculum requirements, college entrance examination reform and developing requirements. The fourth part presents the teaching model in geography teaching in specific applications and cases. The fifth part analyses data from students’geography learning interest questionnaires and level testing. The sixth part presents findings, the limitations of the research and some suggestions for the future study.Through investigation and research, the paper draws the following conclusions:1. The mode of "learning before teaching, classroom training" solves the problem of lack of wide participation, and embodies the spirit of cooperative exploration. Generally speaking, it enables all students to get involved in the exploration process. It does not allow students to muddle along without any aim or feel that they have nothing to do with the exploration. In this way, we can provide every student with opportunities for self-expression in each class, and enable them to feel a sense of accomplishment after participating in classroom discussion.2. The mode of "learning before teaching, classroom training" solves the problem of teaching density in classroom. It gives students plenty of time to prepare lessons before class, makes reasonable allocation of time for independent thinking and cooperative exploration in class, and presents a moderate amount of questions, so that students can acquire knowledge in a happy atmosphere. It reflects high efficiency.3. The mode of "learning before teaching, classroom training" solves the problem in acquiring in-depth knowledge. It returns the right of thinking to students, enables them to explore and study actively, thus really enhancing their abilities.4. The mode of "learning before teaching, classroom training" solves the problem in selecting an appropriate model. It is not a rigid dogma mode. Without restriction of any fixed pattern, all aspects of a lesson can be arranged according to real situation; every teacher can adopt distinctive and efficient classroom teaching modes for different classes and different subjects.