Teaching Dynamically Generated High School Geography Class

A new round of curriculum reform has begun, the new curriculum reform calls for dynamic, vibrant classroom, which makes teaching become a bright spot, but no practical course, is of no significance, so we must study seriously, application of generative teaching in the teaching of geography. Therefore, aiming at all sorts of problems in the current classroom teaching high school geography, through literature research method of theory analysis, the definition of the core concepts, theoretical basis for the choice of research; on the geography teachers and high school students were questionnaire survey, and in-depth study of the carrier in the municipal and district public class public class for, get inspiration, from the strategy, and the practice of high school geography teaching guide generation.During the period of study in geography teaching theory as the guide, based on the practice of high school geography teaching, to analyze and conclude the excellent geography teachers’ personal teaching case, after a process of accumulation, processing, sublimation, the general class generation strategy into, feasible, typical and effective, intuitive, convenient for teachers to quickly grasp the in essence, also facilitates the promotion, optimization. Using this strategy, help to optimize the structure of classroom teaching, to improve the students’ study enthusiasm, improve the efficiency of classroom teaching. Experimental results show that, in high school geography class teaching, in the light of its general trend of teachers through the theory and guiding ideology, using generative teaching; do a good job in the classroom evaluation, encourage students to think actively and creatively, to improve the teaching effectiveness of high school geography classroom.