Geography In Middle School Language Expressed In The Art Of The Early Solution

Abstract: In order to improve the quality of high school geography teaching and promote the teaching and learning of the middle school geography to step further, this dissertation is largely written on the art of the geographic linguistic expression for the middle schools in China. The main ideas of the four parts, which comprise the dissertation, are respectively shown below:The first part deals with the varieties of a language and its functions, and subsequently bring up the issue, the geographic language for the middle schools, which is to be discussed in this dissertation. Briefly analyzing the influence that the textbook language and the teaching language produce on the students and, basing on the background and the status quo of geography course for the middle schools at home and abroad, this part tries to explore and discuss the significance of the geographic linguistic expression for the middle schools in China,-at the angle of the art of the linguistic expression.The second part explores a series of questions in relation to the art of the geographic linguistic expression for the middle schools in China. In this part, I first analyze the distinctiveness of the art of the geographic linguistic expression, which at the same time combines the properties of science, art and real life with its diversity and personality. Subsequently, I discourse upon the modality and its relatives of the art of the geographic linguistic expression, and also the relations between the modality of class language and efficiency of class learning. Third, basing on the analysis of various factors that influence the geographic linguistic expression, I focus on the relations between teachers' language and textbook language, and further give prominence to the class teaching language of the teachers. Thus, this part builds the theoretical basis on which I expound the art of the geographic linguistic expression for the middle schools in China.In the third part, I rethink and analyze the problems existing in the geography teaching in the middle schools in China, especially those in the textbook language and class teaching language. Consequently, I conclude actual bases for rationalizing the art of the geographic linguistic expression for the middle schools. As for the text language, I first explore the relative problems existing in the general scientific schoolbook, and then, move on to the textbook used in the middle schools. In doing this, I focus on the four parts of the texts, graphs, pioneering organizers and question designing. Meanwhile, I conduct an analysis on the class teaching language, together with the skills of using the class teaching language of the middle school geography.Basing on the theories and the problems that I expatiate above, I first, in the fourth part, bring forward the rules for rationalizing the artistic expression of the geographic language for the middle schools in China. Such rationalization is just the harmonious combination of their laws and destinations, whether the text language or the class teaching language. Moreover, it is the basis on which the rationalized expression of the geographic language for the middle schools. In the end, I evaluate the efficiency of the class teaching of geography at the'angle of the analysis of geographic language, basing on the theories and rationalized rules that I have discussed in the above.