Research On The Optimization Of Junior Middle School Geography Classroom Environment Based On Pre - Learning

Student learning always happen under certain circumstances. The 21st century is an era of information explosion, The popularization of science and technology makes the students’ life style, way of thinking and living environment had also undergone a great change. How can we make science and technology services for our class to adapt to changing times is a serious problem. The pre-learning is an important part of student-centered education. The pre-learning strategy advocates Learn new knowledge with learning materials before class and complete knowledge internalization with group cooperation in class. Salman Khan,the founder of Khan Academy, gave a speech’Let’s reform education with videos’on TED stage in 2012, since then, the flipped Classroom strategy caused a surge of classroom teaching reform tide in Chinese. In china, many school practices the flipped Classroom strategy and made a good achievements,like Shandong Changle middle school and Chongqing Jukui middle school. However, no method will not be perfect, before the blind introduction of flipped Classroom strategy, firstly, we must understand the current situation of junior high school geography classroom and the student demand, start from existing problems, so the video teaching combined with pre-learning could truly serve the junior high school geography class.This study based on the results of previous studies, combines quantitative method and qualitative method, Using self-made’junior high school geography classroom environment questionnaire’, "Excellent class" and the "ordinary class" two levels 352students from seventh grade and eighth grade were investigated. The questionnaires were given to 352 students, recovery 325, effective questionnaire 324,efficiency 91.76%. Use SPSS 19.0 to test the reliability and validity of the questionnaire. It took two factor analysis excluded low reliability, and lower load capacity items The final type consisted of 51 items, divided into 8 factor which are All in our default dimensions and A lie scale. Through the calculation of EXCEL 2010 software on each factor score, investigate three questions:first, the students’ overall perception of junior high school geography classroom environment.second, is there gender differences exist on students’perception of junior high school geography classroom environment, if there is a difference,in what ways, third, is there any difference between excellent classes and regular classes students’perception of junior high school geography classroom environment exist difference, and if so, in what areas.The results of the study show that, The students are Satisfied with junior high school geography classroom environment but students’ sense of responsibility is insufficient, lack of self-regulated leaning ability;Students are satisfied with teacher leadership and teachers support, the teachers’ equality perception is the highest. There are Gender differences in junior high school geography classroom environment perception. In general, male perception is higher, the difference is mainly manifested in the female perception in the teacher leadership, learner autonomy and responsibility consciousness are lower, The boys perceived degree is lower on the relationship between students, teachers’ equality and task orientation. There is little difference between classes at the same academic level while obviously for the class at difference academic level, except relationship between students. Students’ academic levels positively correlated with classroom environment perception.Next, summarized the four issues reflected in junior geography classroom environment investigation. First, our classroom is still teacher centered, students have a strong psychological dependence on their teacher. Second, students generally lack of interest in learning geography, their geographical responsibility consciousness is weak. Third, the gender differences of junior high school geography classroom environment perception are significant, the girls learn geography weak autonomy and sense of responsibility. Fourth, different academic level class perception difference, academic level was positively correlated with students’perception. We analyzed the causes of these problems. First, the teacher-led historical factors. Second, High school entrance exam affects the students’ sense of responsibility for the geography learning. Third, the unscientific group divided, classroom group activities mere formality impact students’ classroom learning initiative. Fourth, gender differences for geography learning ability and learning methods. Fifth, the class learning atmosphere affect students’classroom environment perception.Finally, suggest that solve the existing problems by implementing informationalized pre-learning. First, the practice of pre-junior high school geography classroom learning, changing role of teachers and designed pre-learning teaching procedure combined with the junior middle school geography characteristics. Second, to provide high quality classroom teaching video, providing guarantee for the students’ autonomous learning, stimulate students interest in geography learning. Third, the scientific design of task list provides support for the students’ pre-learning. Fourth, team cooperation and competition mechanism, everyone is responsible for learning, enhance students’ sense of responsibility.