A Study On The Application Of Physical Geography In High School

With the development of new curriculum reform in China, more and more exploration about the teaching and learning method are appeared around the country, which focus on strengthening the subjectivity of students, enhancing the learning approaches of individuality, co-operation and investigation, and make the improvement of classroom teaching efficiency as the starting point and end point. In this instance, after introduced to China in 2011, the flipped classroom, adhering to the idea of “the first post-teaching, and learning-oriented teaching”, has immediately caused hot pursuit and debate by all parties concerned. Moreover, it also has a wide range of practice in the field of basic education and some universities. To some extent, the flipped classroom having the advanced teaching ideas and new teaching methods not only likes a cool breeze blowing to the Chinese traditional education, but also provides a new idea for the new curriculum reform in our country. Therefore, applied research on the flipped classroom in the teaching of geography, has important realistic significance on promoting the geography curriculum reform in China.Previous research on the flipped classroom basically focuses to the experience introduction, platform building, and model construction, but there is less geography applied research in this field, and it lacks systematic and objective comparison. Firstly, this paper adopts the method of literature review from pedagogy, psychology perspective in order to explore the theoretical basis of the flipped classroom, and summaries the typical model, practical cases in the flipped classroom at home and abroad. It helps to find out the real meaning of flipped classroom and lays the theoretical foundations for the practical research of flipped classroom in the geography of senior high school. Secondly, on the basis of previous study, reconstructing the scientific and feasible flipped classroom model for natural geography in senior high school, and interpreting the practice steps in detail, meanwhile the difficulties and solutions will be discussed. Then, the author selected three classes of grade one in a key high school in Jiangxi province as practical research objects through interviews, practical data analysis for verifying the feasibility and validity of the model. Finally, this paper will summarize and rethink the flipped teaching of high school natural geography class, explaining the matters needing attention in practice, and points out the limitations of the research and suggestions for the further study.Through an empirical study, this paper found that to a certain degree the flipped teaching of high school natural geography class not only can enhance the teaching efficiency, but also can stimulate students’ interest in learning and improve the ability of knowledge transfer. In addition, there is a relatively high degree of acceptability and satisfaction to the flipped classroom around the students.