The Strategies To Improve Dynamic Generation Of Junior High School In Situation-centered Geography Classroom Teaching

To adapt to the development of society and era, the Ministry of Education has implemented a new elementary education curriculum reform nationwide since2001, introducing quite a lot of innovations on the current teaching processes or activities in middle school classes. The new curriculum reform philosophy makes it plain that a teaching process is one in which both teachers and students can join actively, communicate interactively and gain mutual development. What is more, during the process much attention should be paid to the motivation of students’ learning interest as well as initiative. The dynamic generative teaching in Situation-centered just meets the connotative requirements of the new curriculum reform in terms of philosophy and practice. The teaching mode stresses that teachers should combine knowledge and situations harmoniously by creating vivid situations in which students can have visual, impressive and vivid experience so that students’learning interest and initiative can be motivated, based on which, the positive multidirectional interaction works between teachers and students, between students and students, and between students and teaching materials will generate students’ knowledge, skills, affection, attitude and values in the dynamic interaction.. Therefore, the creation of teaching situations and the implementation of dynamic generative teaching correspond to the fundamental philosophy and practice requirements of our country curriculum reform.However, in the field of current educational theories there is not too much research on dynamic generative teaching based on situational creation and there is even less research on geography and proposals of relevant effective strategies. This research attempts to carry forward the research on the above aspects, aiming to promote the specific implementation of modern new curriculum philosophy in geography class and improve the ability of geography teachers to guide students to effectively generate geography teaching objectives under situational teaching so that the teaching efficiency of current geography classrooms can be improved.In classroom teaching, situational creation and dynamic generation are closely related. Situational creation is the basis of dynamic generation while dynamic generation is the purpose of situational creation. A geography teaching situation with proper design and elaborate innovation is a basic guarantee for a geography dynamic generative class. This research also probes into the strategies of dynamic generation in the geography classroom teaching in Situation-centered, this is a further exploration into the effective strategies of situational creation and dynamic generation in classroom teaching according to the specific situation of teaching in geography classes.An empirical research carried out in HeShan Experimental School in YiYang, Hunan province indicates that there are some problems in the situational creation and dynamic generation in geography classes of Junior high school:teachers are not good at creating resources by utilizing situations; teachers have a vague understanding of requirements of specific situational creation; teachers are not good at developing, managing and utilizing students’ dynamic feedback. The possible reasons are as follows. As for situational creation, teachers have not get an in-depth knowledge of the relevant theories of situational creation in geography classes and lack deep practice into situational creation in actual classes so that they cannot give strategic instruction on the creation of specific situations. As for dynamic generation, teachers not have fully learned or understood relevant theories of classroom dynamic generation, and pay no attention to students’learning state before they are ready to generate classes and do not create a harmonious, relaxing and equal classroom atmosphere, which result in students’low degree of participation and low activeness of thought. What’s the most serious is that, teachers can not do well in taking measures to skillfully manage students’dynamic feedback and cannot properly and feasibly manage students’unexpected, unilateral or deep-level opinions.Under the deep analysis of the problems and reasons of the application of situational creation and dynamic generation in current geography classes of Junior high school, this research respectively offers strategies of situational creation and dynamic generation in geography classes.There are four main strategies for situational creation in geography classes. They are strategies of utilizing current affairs, fun games, role play as well as stories, pictures and music. The proposal of the four strategies of specific situational creation is based on both geography teachers’puzzles at current specific situational creation and relevant theories of situational teaching. To create vivid situations with authenticity, beauty, affection and reflection, teachers should choose or skillfully combine various situational resources to create diversified specific situations.The main strategies for dynamic generation in geography classes are as follows. First of all, teachers should pay close attention to students’learning state as well as their extent to attention and level of thinking. Besides, teachers should create a kind of harmonious and equal class atmosphere,"return" the classroom to students, fully motivate students’desire for knowledge and encourage students to actively create their own opinions. Furthermore, teachers should skillfully manage students’dynamic feedback: teachers should respect and allow different opinions from different students; teachers should learn to tolerate and even utilize students’ misconceptions to break through their thinking stereotype. Last but not least, teachers should make their own choices on students’ feedback in classes and seize the chance to guide students on their value orientation during classes.In the specific application of strategies of situational creation and dynamic generation in geography classes, teachers should continually improve their own professional competence, pay attention to the flexibility of teaching designs, and attach importance to teaching evaluation under the view of dynamic generation.