Research And Application Of "135" Interactive Classroom Teaching Mode In Teaching Of Geography

Education is a process of continuous generation of new ideas and new emotions, and newteaching methods and models also will continue to be innovated and developed. With thedevelopment of the times and the progress of science and technology, human consciousness isalso in gradual change, which making our education continually presents new features. Withthe development of education, teaching modes are innovated,changed and improved. Theresearch and exploration of the teaching model is a never-ending process for people. The"135" interactive classroom teaching which the article relates to is just one of teaching modesto provide a reference for everyone’s learning, research and practice."135" interactive classroom teaching mode is the product of the new teachingtheory,which adhere to the "teacher-guided, student-oriented" concept and focuses on thedevelopment of individual students. The "135" interactive classroom teaching mode issuitable for the trend of the times. This paper uses observation method, comparison method,literature method, experience-learned method, experimental method, questionnaires and othermethods. We analyzed the "135" interactive classroom teaching mode on the basis of thepractice in geography teaching. Any kind of pattern is not immutable and frozen. Eachteaching mode has its advantages and disadvantages. According to different content anddifferent environment, we can put the new content into the "135" interactive classroomteaching mode in order to improve better services for teachers and students.This article is divided into five parts. The first part is introduction, which mainlyintroduces the meanings, characteristics and roles of teaching mode, the theoretical basis ofresearch,the research status at home and abroad and the research methods. The second partintroduces the general situation of the "135" interactive classroom teaching mode, includingthe creation background and theoretical basis, as well as the specific meaning for "one mainline, three stages, five links" of the "135" interactive classroom teaching model. The third partintroduces the case and the achievements and deficiencies in the process of theimplementation of the "135" interactive classroom teaching mode in geography teaching. Thefourth part mainly introduces the improvement measures of "135" interactive classroom teaching mode in geography teaching. The fifth part is the conclusion of the paper and thereflection on the "135" interactive classroom teaching mode.