Practice Of Front-learning In High School Geography Teaching

The core elements in the school education is classroom teaching，With thedeepening of curriculum reform to promote，Requirements of quality education, thenew curriculum standards for classroom use a variety of platforms and unlimitedspace to create the concept, content and form of classroom teaching is undergoingprofound changes. Enhance the quality of the classroom, and to create efficientclassroom imminent. In order to continue to provide the effectiveness of classroomteaching，In this study, front-learning practice in the discipline of geography thesuccessful education case based on its strong operational. The specific process:guidance prep-school love feedback-interactive readers feel-Exercise feedback-summarized consolidate.This thesis is divided into five parts: the first chapter described thebackground of the thesis based on the concept of new curriculum standards, thestatus of the teaching of geography, ideology of self-learning to the background ofseveral successful education reform experiments described in the relatedresearchthesis, purpose, meaning, method. Chapter II explained from constructivism,the zone of proximal development aspects of the theoretical basis of the pre-learningto come to the front-learning content, and the possibility of pre-study and practice.The third chapter details the specific operation of the front-learning related to theimplementation of case studies and implementation strategies. The fourth chapterthe the front learning practical effect investigation. Finally, the thesis is summarizedand put forward relevant outlook.