Geography Classroom Harmonious Efficient Thinking Dialogue The Research And Practice Of Teaching Under The New Curriculum

Basic idea of new curriculum reform requires the teachers and students to change roles, the variety of geography classroom teaching methods, intended to promote dialogue and exchanges between teachers and students, create a democratic, equal and harmonious classroom atmosphere, improve the classroom efficiency. This paper mainly discuss under the new curriculum in geography classroom dialogue teaching of thinking of research and practice, the investigation about the present situation of classroom dialogue, dialogue teaching practice, combined with thinking put forward geography classroom harmonious and efficient dialogue teaching strategy of thinking.This paper consists of seven partsThe first part, mainly from the background, research significance, research ideas and research methods in this paper.The second part, the author in teaching practice school has carried on the questionnaire survey, the questionnaire is divided into the teacher questionnaire and student questionnaire, preliminary understanding geography classroom dialogue teaching research present situation, problems and causes.The third part, concept, from three aspects as harmony, efficient and thinking dialogue to explain geographical classroom dialogue teaching the basic connotation of harmonious and efficient thinking.The fourth part, based on the theory of pedagogy, psychology and geography teaching, combining the theory of education masters.The fifth part, it gives the conduct of dialogue teaching mode of thinking, from two aspects of type and interactive enquiry-based learning case to provide the reference.The sixth part, put forward the thinking of dialogue teaching strategy: a, cultivate the spirit of dialogue; Second, promote dialogue literacy; Third, the careful design question, to activate students’ thinking; Four, the careful preparation and establish the dialogue topic; Fifth, design the teaching process, to promote students to actively participate in; Six, applying mind mapping, to strengthen the thought exchange; Seven, thinking dialogue teaching need to be aware of the problem;The seventh part, combining the teaching practice design thinking of dialogue teaching cases, high school geography(hunan version) global movement and distribution of air pressure, wind, for example.