Situated Instrution And Case Analvsis Of Geography In Junior High School

In order to advance the new course reform for geography smoothly, besides the solid teaching practice and theory as support, what is more important is that we are able to deeply comprehend the quintessence and connotation of new course reform. The nature of education is ‘awaking people’s life awareness,’ which requires teaching to comprehensively mobilize various factors affecting the students’ development with more open class. Supported by humanistic theory, constructivism theory as well as behaviorism theory, and forming the overall logic for teaching with the background of students, we need to create situational class that related to students’ world of life for junior high school geography.At present, most geography teachers haven’t deeply comprehended the applying of situational teaching to class, which has led to that they haven’t comprehended the junior high school geography class of new course reform materially. Therefore, the implementation effect of new course theory of situational class for junior high school geography is not obvious. Given this, the purpose of this article lies in making us comprehend the teaching of junior high school geography of standard theory of new course more deeply, which is based on studying the meaning analysis of present situational teaching of junior high school geography, as well as the problem analysis during the implementation process. Combining the questionnaire survey analysis with interview analysis of implementation for situational teaching of junior high school geography in the school where the writer took someone class instead, we have found out related existing problems and put forward corresponding improvement strategies.This paper applies the combination method of literature review, questionnaire survey, interviewing method as well as teaching cases of geographic classroom memoir to explore and analyze. The body text is divided into 5 parts:The first part is to illustrate the background of the problem put forward, research significance of this paper, the definition of relevant concepts and the research status of present situational teaching for junior high school geography as well as the research content and innovation point of this text.The second part expounds the theoretical basis for situational teaching of junior high school geography from the angle of educational theory, philosophical thought and educational thought.The third part analyzes the current situation and problem during the implementation process of situational teaching of junior high school geography through the way of questionnaire survey and interviewing method, and puts forward corresponding improvement measures.The fourth part proposes improvement strategies for related problems existing in the implementation of situational teaching of junior high school geography by the way of cases of classroom memoir.The fifth part summarizes the core viewpoint of the paper, analyzes the deficiency of this article and puts forward corresponding suggestions.