Experience Teaching Research Of Middle School Geography

Geography teaching has become a process of training comprehensive talents and meaningful life activities basing on students’ understanding, participation and insights in the the new curriculum concept. Taking this as starting point and destination, experience teaching combines curriculum basics, natural things and social life together, on the basis of the teaching content, students’ cognitive characteristics and regular pattern,students could learn through a variety of ways to experience the teaching process, acquire knowledge construction and understanding, capacity development and emotional sublimation in observation, feelings, actions and inquiry, then finally achieving comprehensive development. But experience teaching in secondary schools geography teaching is still in the concept understanding stage both in domestic and foreign research,there is not many empirical teaching cases. This thesis is based on the status of implementation in secondary schools,using literature analysis and empirical research, classify the type of experience teaching as intuitive-feeling experience, role-playing experience, experimental operation experience and practice inquiry experience, according to the differences of experience goals and ways. Then design experience teaching cases on the basis of the characteristics of teaching content and experience types. Finally, giving five specific recommendations: value the influence of teacher’s guidance, select the appropriate experience content and experience activity, principles in implement vary from different experience types, pay equal attention to the experience process and the experience results, implement diverse teaching evaluation. All recommendations are based on the problems arise during implementation. The purpose is to enrich the theory and practice content of the experience teaching, making the experiential teaching and research progressively getting into the teaching practice problem-solving Content.