Investigation Of High School Geography Teachers Teaching Literacy

Teachers’teaching quality is performed in their education teaching activities, playing key point to the education teaching effect. With the advancement of quality education and the development of the geography new curriculum reform, new requirements are put forward to the high school geography teacher quality, especially the teaching quality. Currently, the overall teaching quality of high school geography teachers cannot meet the needs of the students’comprehensive development, sill unsatisfactory.The main problems of this paper’s research are how to improve their teaching quality to adapt the requirement of the reform of middle school geography for improving the quality of teaching under the background of basic education reform. Starting from the analysis to full-time education of middle school geography teacher’s teaching quality, this paper did thorough research through questionnaires, interviews and qualitative and quantitative analysis methods.First, learning about the situation of researching middle school geography teacher quality, especially the teaching quality by consulting relevant literature to summarize important thoughts and make the necessity and urgency of research more clear.Second, by using relevant theories of pedagogy and psychology to do questionnaire survey and interviews to people in the post of full-time master of education of middle school geography teaching, many problems are exposed such as the backward traditional education ideas, no solid professional knowledge, insufficient teaching practice ability, and no high teaching self-efficacy.Third, according to the problems existed in the questionnaire and the interview analysis, the countermeasure and the suggestion of improving middle school geography teachers teaching literacy are put forward under the background of new geography curriculum reform, such as changing ideas to promote the improvement of teaching quality, strengthening professional knowledge and the consciousness of self-learning to improve the knowledge structure, exchanging teaching experience to improve teaching skills, promoting the teaching reflection to improve teachers’ teaching efficacy, strengthening the pre-service training to full-time master of education and so on.