The Application Of Constructivism Teaching Model In Regional Geography Teaching In High School

With the gradual and further development of the middle school new curriculum reform,the brand-new educational idea and model of teaching gradually penetrated into the teachingprocess, the traditional teaching models, which was teacher-centered and accepted knowledgepassively by students, are more and more not adapted to the requirement of modern education.The constructivist teaching model, which consists of "Take the student as the main body andteacher as the leader","learning from the situation, cooperation and communication "isgenerally accepted and researched by scholars. In the process of senior-high school geographyteaching, Due to the bondage of examination-oriented education for a long time, teachers alsoonly use "cramming education" of the traditional "cramming" teaching mode in the process ofregional geography in order to improve the students’ test scores as the main purpose and tofinish the teaching task, This thesis takes required three regional geography content of Hunanversion as the research object, and regional geography classroom teaching mode as a researchcontents, on the basis of the theoretical exploration and empirical research, combined with thecharacteristics of regional geography, constructivism teaching model was applied to regionalgeography teaching, explore constructivism teaching mode in application method of regionalgeography, significance of reference to the design of teaching cases, and from two aspects ofteachers and students to the problems in the practice teaching optimization measures are putforward, we hope that references were provided in regional geography teaching practice. Thisthesis is divided into following sections:Part I: Introduction. Elaborate the background and the theory meaning of the researchand realistic meaning, put forward research ideas and methods according to the currentdomestic and foreign theory related to this topic research present situation and developmenttrend, put forward research ideas and methods, and point out the innovation of this topicresearch, design the technology road map.Part II: Concepts and theoretical basis of constructivism teaching mode. Illustrate theorigin, development and the main point of the constructivism advocates. this paper introducesthe constructivism teaching model of three typical (scaffolding instruction, anchoredinstruction and random access type teaching mode) concept and its basic components.Part III: Based on the high school compulsory investigation and analysis three regional geography teaching mode. In Huangdao district of Qingdao three high school high schoolstudents as research objects, in the form of questionnaire survey to understand the currentstage in regional geography teaching in high school teachers in the classroom using the mainteaching mode, to elaborate the necessity and urgency of the constructivism teaching modeimport area high school geography teaching.Part IV: The constructivism teaching mode case analysis. On the basis of constructivismtheory and empirical research, three frames are constructed, in high school required threeregional geographies as the research object, the constructivism teaching mode applied inselected teaching contents, and carries on the case analysis.Part V: Conclusion and prospect. To summarize achievements of this paper, two aspectsto teachers and students, put forward the application of constructivism in regional geographyteaching in high school teaching mode of possible problems and put forward the optimizingmeasures.