Research And Practice Of High School Geography Teaching Design Differences

With the new curriculum reform in depth geography, geography teaching design concern. The new curriculum emphasizes teaching geography to pay attention to individual differences, to meet the different needs of students learning geography Interpretation of high school students designed based on differences in geography teaching is teaching thinking through the differences in the " ordinary high school geography curriculum standards (experimental)" interpretation of the design goals of geography teaching, student learning needs analysis, geographic analysis of learning content, teaching methods designed geography, geography composition of instructional media design, geography teaching process design, and other parts of geography teaching evaluation design, including teaching goal difference is particularly important.Based on multiple intelligences, student diversity, education theory with three magazines and access to basic information on the Title of Thesis. Analysis of the current status of high school students based on differences in instructional design proposed implementation strategy to solve this problem and make part of the implementation of the case to verify the significance of differences in instructional design.The first part of the introduction. This section describes the " high school geography teaching design differences," the research background and significance, explained the difference between domestic and foreign research overview of instructional design, research ideas, technical route, study characteristics.The second part, students explore the theory based on the difference in nature. The first part of the definition of related concepts, teaching design, geography instructional design, student diversity analysis, hierarchical teaching. On this basis, summarizes the design concept of teaching students based on differences in geography. Then the difference between teaching instructional design and stratification were compared, the difference between the theoretical basis proposed instructional design:The new curriculum theory, the difference between teaching theory, the theory of multiple intelligences, humanistic learning theory.The third part, the content and methods of interpretation. Each part of teaching and learning to interpret the design based on student differences. That difference in design teaching objectives, teaching analysis, learning situation analysis, teaching methods, teaching media, The teaching process, assignments, feedback evaluation. By interpreting the content of instructional design theory and practice, thereby laying the foundation for the differences in instructional design.The fourth part, differences in geography teaching design and implementation strategies. With the third part is the core of this writing, is designed to draw the difference between teaching practice in the classroom in the third part of the case on the basis of interpretation of the content and functionality, operational and scientific testing in the implementation. Respectively, from the difference between the principles of instructional design and basic content. Focus is to analyze the content by topic, on the basis of the third part of instructional design features on the interpretation, apply theory to practice, into differences in teaching thinking in teaching, improve teaching efficiency.The fifth part, conclusion. This paper summarizes the results of the study differences in instructional design, positive effect on teaching. And inadequate and solutions exist, the future needs of in-depth research.