Questioning The Use Of Study In High School Geography Classroom Teaching

With the penetration into the curriculum-reform of its new period, in theteaching, teachers make a student-oriented atmosphere in class in every way, andreinforce the interactive link between the teacher and the students. Throughquestioning-answering between a teacher and students, especially the activeapplication of persisted-questioning in class, teachers can embody thestudent-oriented educational concept, and individualized teaching in which teachersteach students in accordance with their aptitude, and provide students withdeveloping space for their logical thinking.What is the current situation wherepersisted-questioning method is employed in our geography class? This paperexplores the use of persisted-questioning in the teaching in middle school geographyclass with the direction of the theories in geographical new course, theories incognitive psychology and the relevant scientific theories. The paper analyses the trueteaching videos in geography classes, includes questionnaire surveys and interviewsindividually. First, Summary of Persisted-questioning in Geography Classes definesthe basic connotation of geography class persisted-questioning, analyses thecharacteristics of class persisted-questioning, and classifies geography classpersisted-questioning in three aspects, i.e. target, time and content..Second,throughthe analysis of true video and the data statistics in geography classes, the paperpoints out the major problems with persisted-questioning in current geographyclasses:(1)shortage in waiting time;(2)irrationality for target students;(3)Low levelsof questioning thinking;(4)Questioning biased;(5)blindness ofpersisted-questioning;(6)lack persisted-questioning;(7)shortage inenlightenment;(8)single assessment, and therefore finds out the causes throughquestionnaire survey and individual interview, mainly including subjective judgmentsof teachers, cognitive shortage in persisted-questioning effect, regular thinking, andthe lack in skills training, etc. Third,brings up the preparation forpersisted-questioning in course standard, teaching content, students and theirlearning situation, according to the current problems and the reasons from which they come. The paper combines cognitive structure theory and brings uppersisted-questioning at knowledge linking points, does persisted-questioning atcognitive conflicts, and seizes the chances of persisted-questioning.Finally, the papersummarizes the major views and points out the further research direction to beexplored.