Local Metaphors Of Geography Teaching In Middle School

Education is the product of a particular culture, is a special kind of advanced culture, There is no suitable for all cultural education in the world, the education must meet the needs of the cultures. Combination of multicultural education, local education of modern education needs, we advocate the school education is reflect the regional, national cultural traits, embody the requirements of different place and with local actual value education, make education in form where there are both national unified standard and local flexibility to diversified development. In the process of new curriculum reform, educators are also constantly put forward suggestions and requirements on course content, teaching methods and curriculum assessment from pedagogy, psychology and so on. This paper use cultural geography "place" concept and the research method of the daily life, analysis of the ethnic minority areas Lancang school education local metaphors, and to the exploration of geography teaching localization, is a new attempt, also has great practical value.Local metaphor is referred to in this article in the current national standardization geography teaching practice behind local learning needs. From the education idea of multicultural education, the differences between education and the local reproduction theory, use a variety of methods, questionnaires, interview between teachers and students, and daily life track record method, and investigate local differences in Lancang area middle school geography teaching. Through student questionnaires, geography classroom observation and communication between teachers and students to share the understanding of the implementation situation of geography teaching: the level of school exam-oriented education oriented divide into classes and teaching practice, the geography grades and graduation rates in the college entrance examination is not ideal; At the same time, the lack of students learning motivation and enthusiasm, will also make the geography course away from the goal of its geographical qualification for future citizens all gap. Through the student village and family daily social life hidden behind the local demand analysis; Based on people and local actual life and the development of the natural environment, economic development and in the light of the demand of the cultural heritage protection in the process of the analysis of the current school geography teaching in the teaching content, teaching on the implementation of the existing imbalance between supply and local demand, put forward reference for its localization practice and requirements. Localization of middle school geography teaching practice is based on the localization of national geography curriculum standard practice, it should not only conform to the requirements of the national education also adapted to the local development needs, thus the author explore localization on middle school geography teaching practice from the geography curriculum resources development and utilization, geography teaching implementation of improved and the innovative construction of geography teaching environment.