The Study On The Classroom Instructional Design Capability Of Senior School Geography Teachers In The New Curriculum

The new curriculum in high school geography is a more profound and meaningful change, but also further promoting quality education is another major strategic initiatives in the field of education once again of the new century. In the process of implementing and promoting the new curriculum, the high school geography teachers play an important role in its new challenges, which suggests a new challenge to them who want to play the beautiful victory and achieve teaching effectiveness, the design of classroom teaching before the practical teaching will more and more highlight the importance, high school geography teaching should be carried out under the guidance of the new teaching philosophy, new teaching strategies and new ways of teaching, the new evaluation system. High school geography teachers must be detailed and careful thinking and arrangements for teaching, give full consideration to what to teach (the contents of the teaching), how to teach (the method taught), why teach (the purpose of teaching), achieve what requirements (the goal of teaching), and so on, that is, the high school geography teachers should make good classroom teaching design.The geography classroom teaching design is too complex, because of the deficiencies in geography education in theoretical training and teaching practice, I can not study and solve all the problems, therefore, this article focuses on the shortcomings of high school geography teaching design and the strategies of solving the problems with the questionnaire.The preamble describes the design and its sub-subjects of teaching high school geography classroom teaching design at this stage of progress. The first chapter is the definition of related concepts, in the part, the composition of the geography classroom teaching design capabilities are described, including the design of the teaching objectives, the analysis of learners, the determine of teaching objectives, the choice of teaching methods and the evaluation of teaching and so on. The second chapter is theoretical basis of instructional design with existing books and articles. The third chapter is a explore to the factors of high school geography teacher class instructional design, It is six respects that the influence on the curriculum requirements, the training after work, teachers themselves, the conditions of the students, teaching materials contents, the methods of evaluation. The fourth chapter based on the educational practice, The author realize the status of high school geography classroom teaching design, primarily through a questionnaire survey and then find out some of the problems and deficiencies which will be a starting point and a basis in this stage high school geography classroom teaching design, on the basis of the study, It will draw the conclusions. The fifth chapter is to bring up the training strategies of the high school geography teachers’ classroom teaching design capabilities, those are the author’s own views on the design of the high school geography class teaching. The final chapter is the conclusion, the outlook for the entire end of the article.