Research On Teaching Strategy Of The Part Of The Atmosphere Of High School Geography

Geographic knowledge has become the information that the21st century humanresources must master, geography curriculum as a high school compulsory basiccourse, play an important role in developing the quality of the culture of moderncitizens. High school geography compulsory textbook of compulsory1is thefoundation of the whole high school geography. The second chapter of atmosphericpart occupies a very important position in the whole book, and its main contentsinclude "causes of atmospheric motion, barometric pressure and weather patterns witha wind band, a common weather systems, the impact of global climate change andadaptation strategies" In the teaching training， we find a lot of students think thispart is very difficult, over time, not only will students do not like learn geography, butalso affect geography learning.The issue put focal point on high school geographycompulsory knowledge of atmospheric structure of this chapter, student learning andimplementation issues of teaching strategies.In this paper, the author put “The second chapter of atmospheric part of PEPgeography” as the object of study, through school geography teaching strategies andthematic analysis theory design theory as a guide, mainly use the means ofliterature, textbook analysis, classroom observation questionnaire and other highschool geography and atmospheric part of the part of the students learning to analyze,summarize part of the knowledge of the atmosphere to explore different teachingmethods. This article includes five parts:The first part focuses on the background ofthe atmospheric part of high school geography and the study of further work. Thesecond part analize the atmospheric part of PEP in the geographical position of thehigh school geography textbooks, knowledge composed, three aspects of teachingobject, The third part is from the student questionnaire, classroom observation andexamination paper analysis and to find the problem and reason about atmosphericpart of geography learning. The fourth part is to select appropriate teachingstrategies through studying the content itself for textbooks and student learning:First, the use of Picture stories heuristics to convert students geospatialimagination; Second, by comparing the learning so that students in-depthunderstanding of geographical concepts; Third, teaching students through case analysis of the ability to use geographic knowledge; Fourth, through scenariodemonstrates method to inspire students enthusiasm for learning; Five, strengthen thestudents through the board plans to simplify geographic thinking skills.Sixth,through poems and ballads by reference to improve students’ motivation tolearn geography.Through above application of these teaching strategies will makestudents feel that learning this part is not very difficult. The fifth part is theconclusion of the study, mainly about design requirements of teaching strategies,influencing factors, probability and others sides of the analysis are summarized, sothat in the implementation of teaching strategies to get a certain effect and play amore effective role in students’ development.Through this research, not only to lay asolid foundation for the future to better serve the teaching, but also to provide auseful scientific exploration and help to high school geography taeching.