Inquiry And Pratice On Teaching Methods For Procedural Knowledge Of Geography1on New Curriculum

The teaching method receives more and more attention in the process of geographyteaching. Based on the new Senior Geography Curriculum Standards, the teaching method theteachers adopt must conform to basic requirements of new educational concepts. In therequirements, they highlight inquiry teaching and collaborative feature, while implementationand improvement of teaching method are inseparable. This article based on the theories ofknowledge classification, the research of educational theories, the new Senior GeographyCurriculum Standards and questionnaire surveys to analyze the current situation of geographyprocedural knowledge. Then based on the shortages, this article proposed improving measuresand the proper teaching methods of geography procedural knowledge. Its science andfeasibility was verified through the experiment contrasts and empirical study. Finally, it was aresearch into the restricting factors in the implementation, some proposals and improvementdirections were also presented.This article has6chapters,The chapter one is introduction. This chapter discussed the teaching method of geographyprocedural knowledge and pointed out the research goal, research significance, domestic andforeign research present situation, research ideas and research methods.The chapter two illustrated the theoretical foundation as follows. The theories of knowledgeclassification, the theories of knowledge structure, constructivism theory, optimum theory onteaching process and multiple intelligences provided the scientific evidences for the teachingmethod of geography procedural knowledge.The chapter three surveyed the teaching method and classroom teaching effects. It exploredthe current situation of the teaching method of geography procedural knowledge. Combinedwith the new curriculum reform, it commented on the current situation.The chapter four was based on the previous research results and educational theory, itpresented educational improvements combined choice basis and choice principle. And then itconfirmed the teaching method of geographic concepts, geographic characteristics,geographic regular and geographic formation.The chapter five were the experiment contrasts and empirical study. The experimental classaccepted the improved teaching methods and ordinary class accepted the existing teaching method. Through these comparisons, the feasibility of improved teaching methods wasverified. Finally, this article deliberated the optimization method through finding out themerits and defects. It also laid a foundation for the further research.The chapter six was conclusion.