High School Students Of Outdoor Environmental Education And Geography Knowledge Access To Explore

After the industrial revolution, particularly since the beginning of the 20th century, the rapid development of science and technology, so that the current people's lives is increasingly urbanizing, networking and having a lot of information. Many secondary school students under the impact of modern trends, exposure modeling, simulation and virtual world, indulge in the fantasy video game, they huddled in front of the computer too much and getting far away from the direct experience of nature.In this context, curriculum reform is a must, to explore new teaching methods have become a necessity. Under the new curriculum standards of the "learning needs of knowledge" and "lifelong learning for student's useful knowledge" and other teaching ideas, and the environment is geography, the nature of geography, the object of study and geography is a focus on practical of course. These all determine the educational activities should be oriented Nature and the environment we live. So the Outdoor Environmental Education as a means of access to the teaching of geographical knowledge comes into being. Many European countries have been enough attention to outdoor education and the implement specific actions, our country because of long-term under the pressure of college entrance examination baton, outdoor environmental education research is still very superficial, not form a viable architecture. This article on outdoor environmental education to explore ways of obtaining knowledge of geography, not only for secondary school students open up a new world of geographical knowledge, but also for geography teachers to carry out teaching activities provides a new means of teaching.I collected a lot of literature, to understand the status of the outdoor environment education research at home and abroad, as well as outdoor environmental education in secondary schools teaching geography to the specific application, even more I clearly the importance of this issue and gradually clear the research topic and the article's direction, as well as the technical route to be taken by collating information.By reading a lot of outdoor environmental education literature and relevant theories, specifically the outdoor environmental education theory and define the definition of outdoor environmental education, I summed up it "experiential learning" real terms, content classification and functional significance, and further clarify the relationship between outdoor environmental education and geography as well as geographical knowledge, which proves through outdoor environmental education access to the feasibility of geographic knowledge. This paper summarizes that the middle school students through the outdoor environmental education obtain the general steps of geographical knowledge, And from the point of environment, students, teachers build the approach model of accessing geographical knowledge mainly covering the mental maps, geographic experiment, regional survey and study tours these four ways. It is noteworthy that in the course of the study I was also in terms of these four ways to design workable four cases, through specific implementation, recording and observation, demonstrated the feasibility of ways to model, but also for outdoor environmental education access to geographical knowledge in the three-dimensional goals for a brief evaluation of this new teaching methods and give some recognition.Certainly, when we explore a new teaching methods,we must correctly evaluate it, which has a traditional classroom does not have direct, specific, flexible, diverse, etc, Similarly, there also exist scattered surface, fragmentation of knowledge, a lack of system architecture and other shortcomings. As educational researchers, We must correctly treat all teaching, and placed the outdoor environmental education and combining traditional classroom teaching can bring their own advantages and improve the efficiency of students to acquire knowledge of geography. At the same time, the implementation of a new educational tool depending on the efforts of teachers alone is not enough, it requires schools, parents, students and even the concerted efforts of all sectors of society; it is a difficult course of reform forward. Carried out in this paper to explore the applicability of the results, the way also need further examination in the teaching practice and improve.