Studies On The Implementation Strategy Of Life-oriented

Geography is a discipline studying the geographical environmen t and its relationship with human activities, which determines geogr aphy teaching should return to life. As early as 1992, "Internationa 1 Charter on Geography Education" pointed out that teachers should a pply theories to explain phenomena, and encourage students to learn through their own questioning or inquiring. And learning useful ge ography for life was made clear in the "Full-time Compulsory Educa tion Geography Curriculum Standard (experimental draft)" published in 2001. After the new standard was published, a lot of schools in o ur country have accordingly developed various new modes of geogr aphy classroom teaching which are beneficial to our lives. For insta nce, Du Lang Kou High School of Shandong put forward the "33 6" autonomous learning. Yangsi Middle School came up with the te aching mode of "learning first to teach behind, and training in class". Hengshui High School of Hebei proposed the "three changes and fi ve initiative activities" teaching. Dong Lu School of Jiang Su devel oped the mode of combining learning and teaching. Yong Wei Mid dle School has also developed its own teaching mode. Compared w ith the traditional teaching mode, the new teaching mode has impro ved greatly and has its own uniqueness. But many disadvantages do exist in the process of adaptation teaching, there is still ample roo m for further improvement.The thesis illustrates the necessity of geography adaptation teac hing from the perspectives of geography teaching, students’ develop ment, social development and the improvement of malpractice in re ality. What’s more, it puts forward implemental suggestions to adapt ation teaching of senior high geography courses both in theory and i n practice. Theoretically, the thesis puts forward suggestions mainly f rom the following aspects, namely, the establishment of "adaptation consciousness", the improvement of teacher-student relationship, teac hing skills, the cultivation of language ability, auxiliary utilization o f media technology, and the optimization of teaching evaluation. Pra ctically, the paper analyzes each chapter in 3 geography textbooks used in senior high school and proposes the case of implementation. The author hopes the thesis will be instrumental in the enrichment of adaptation teaching theory and practice in senior high geography courses and can offer some guidance and references for practical t eaching.