The Research On Teaching Emphases And Difficulties Of High School Geography Required Courses1

In recent ten years, basic educational reform policy has been carried out by the department of education. To build a new educational system aimed at quality education, the system, structure and content of High School Geography Curriculum are adjusted accordingly. But during the process of reform, a lot of serious problems gradually emerge, for instance, educational concept is relatively backward, teaching content and methods are obsolescence pupils’ workload is too heavy. So, it is very necessary to do some researches on teaching to resolve the problems referred above.Based on the background of curriculum reform, this paper studies and clarifies the teaching emphases and difficulties of High School Geography Required Course1and proposes some suggestions accordingly. The methodologies of this paper mainly include:documentary analysis, method of literature, and questionnaire.The teaching emphases are mainly got and analyzed from materials in books like Curriculum, High School Geography Required Course1(people’s Education Press), and the teaching goals therefore. They are clarified into two sorts:social teaching emphases and theoretical teaching emphases.Social teaching emphases refer to those closely connected with the real life, less emphasized on theoretical knowledge and more oriented towards perceptual knowledge. They are easier to be understood. In contrast, theoretical teaching emphases refer to those which have a comparatively complex and abstract structure of knowledge, need solider theoretical bases and oriented towards ration knowledge. They are relatively harder to be understood.According to the two kinds of categories, the paper poses several teaching suggestions:well-prepared emphases; teamwork and competition, which highlights students’social learning of teaching emphases; combination of students’ research learning and teachers’ in-depth teaching, making out the structure and system of the teaching content.The research of teaching difficulties is based on three aspects:the curriculum and teaching material, students and teachers. We took a questionnaire survey analysis of students and teachers, and then collected and classified teaching difficulties in High School Geography Required course1.Those difficulties are classified into two kinds:those hard to understand for students and those hard to apply for students.Teaching difficulties hard to understand for students refer to those knowledge which is theoretical, abstract and complex in knowledge structure and influencing factors. Lacking relevant basic knowledge or method, students have difficulty in absorbing them. Teaching difficulties hard to apply for students refer to those knowledge what students are confused about or easily to mistake when they make geo computation, analysis of geographical phenomenon or knowledge application.According to the two kinds of classification, the paper poses two pieces of suggestions:dispersing first and crush them one by one; experiment which can visualize abstract knowledge to help students grasp the conception and master difficulties.