Junior Geographical Practice In Teaching Research

In2003, the Ministry of Education issued the full-time compulsory educationgeography curriculum standards (experimental) of the education of their students inpractice and the ability to innovate, and capacity as the new curriculum reform, thegeographic position of the hands-on activities teaching and values more apparent, andgeography is a practice of the disciplines, and a very strong geographic disciplines inpractical activities to strengthen the students’ perceptions of the geographical knowledgeof their students, and enhance a geographical thinking ability, and develop students’hands-on practice, to strengthen geographic education and real life. Advocacy activitiesof the geographic Practice is designed to change the past simply focus on knowledgetransfer, promoting active learning, through hands-on practice with the knowledge,skills, and learn how to learn and learn to survive, thus establishing the correct values ofemotional attitudes. Geography teaching hands-on activities, we are happy to promoteactive participation in exploring and diligent in hands-on learning approach for studentsto gather information-handling capacity to get the new knowledge, and analytical abilityto solve problems such as capacity-building.This paper uses the Survey Act, such as law, and interviews to Changchun CityJunior High School Teaching of geographic practice activities, carried out in a morecomprehensive study, with a view to the Changchun City geography activities of ourresearch to find the best point of entry for Changchun City geographic practice activitiesof normal work. Hands-on activities teaching found in the course of the implementation,there are a lot of problems: geographic practice implementation activities, schools,teachers, and a relatively large gap between geographic practice design is missing, thegeographic practice evaluation of the problem. Through the analysis of survey resultscan be seen the geographic practice teaching and is not optimistic, in response to thissituation, the author for further analysis of the main reasons: lack of understandinggeographic practice activities, geography teachers’ personal qualities, teacher training, low-power efficiency, geographic practice conditions and geographic practiceevaluation. And to make some of its own proposal: to conceptual change as a practiceactivities to enhance the basic literacy, geography teachers practice activities for thegeographic conditions and to improve geographic practice evaluation mechanism.The Changchun City geographic practice teaching and study, intended to cause more ofthe teaching profession education experts, scholars, educators and geography teachers topractice activities, teaching the importance of strengthening practice teaching andresearch, in order to better promote geographic education reform and to promote theholistic development of students.