Study Of Life-centered Teaching Geography In High School In Gannan Tibetan Area

With the development of basic education curriculum reform, various new teachingmethods are emerging every now and then. More and more scholars have done research onlife-centered teaching since it was put forward in1990s. Life-centered teaching philosophycaters to the basic curriculum reform trend well and it accords with students’ perceptioncondition. It has a great influence on the examination oriented education model and begins tochange the traditional teaching philosophy. It is a meaningful way to accelerate the teachingreform nowadays. Besides, it will show its great vitality power and huge creativity in the fieldof education. What is more, it can develop students’ living ability and thus contributes to theall-around development of students.This thesis uses students in L high middle school in Zhuoni County of the gannanTibetan area as the objects of research with literature research, field investigation andinterview as research methods. It analyzes the current study condition of geography teachingin high school. Besides, it collects and classifies the course resource of life-centeredgeography teaching in high school. In addition, it makes a practical study on life-centeredgeography teaching in high school with action study and interview study methods.After careful study, the major findings can be concluded as follows: Firstly, it is necessaryand meaningful to carry life-centered teaching in gannan Tibetan area; Secondly, the teachersand students there are eager to teaching and learn with life-centered teaching philosophy;Thirdly, the development of life-centered teaching can change the condition of examinationoriented education and do good to all-around development of students. More importantly, it ismeaningful to pay attention to the following aspects: In the first place, teachers ought to putstress on the science of life-centered teaching. Besides, life-centered teaching should cater tostudents’ perception condition and be practical to students’ life. What is more, teachers needto explore and organize the life-centered teaching resource and improve life-centered teachingin return.