"Four-dimensional" Interactive "Eco-classroom"

Geography classroom acts as a teaching platform in geography teaching, imparting ofgeography knowledge as a carrier, in order to continuously improve students’geographic literacyin teaching and learning activities. In the classroom, students should actively participate in theteaching process, which enable the students to master a variety of geographic ability. However,in the actual geography classroom teaching, teachers are masters of the classroom. In theteaching process, the teachers are the center. Students learn passively, so there is a commonphenomenon in geography class that the students’participation is not high. In order to deal withthis question, the author constructs a“four-dimensional”interactive“ecological classroom”teaching mode. The author hopes to enhance students’actively participate in the geographyclassroom by the“interaction platform”, and let the students get more geographical knowledgeand ability in the process of teaching. To develop students’communication skills andself-confidence is through teacher-student interaction, students’interaction, and ultimatelypromote the formation of geographic literacy.“four-dimensional”interactive“eco-classroom”is built on the educational philosophy“let the students live under the sun and grow up with confidence”. The author tries to constructan educational classroom, which focuses on“four-dimensional”---“learn to know, learn to be aperson, learn to live, learn to create”, and harmonious development of school, family, social,nature and so on. Under the guidance of curriculum reform, to raise students geographic literacythrough optimize the class structure, and improve classroom efficiency. After reflecting theessential of basic operating procedures in“four-dimensional”interactive“eco-classroom”teaching model, the author summarizes the most crucial and characteristic teaching strategy“learning, guide, action, assessment”. In this teaching strategy,“learning”is the basis,“Guide”is the key,“action”is the core, and“assessment”is the driving force. Combining these fourelements, and the teachers put them through the entire process of classroom teaching, to build“dynamic field”of student learning, which inspires students’internal driving force to learn,realizing the students’ability of knowledge, structure of cognitive and emotional. In this way,students are from the traditional“passive acceptance”to“active and innovative learning”, and strive to achieve the goal of students“four-dimensional”. This model starts from humanism,“multiple interaction”as a means, and in the form of“team cooperation”, which enable thestudents to change the traditional“passive acceptance”learning into“active innovative learning”,and ultimately realize educational goals of“four-dimensional”.