Teaching For Understanding:Geographical Problems Design Based On Geographic Perspective

"Teaching for understanding" that Project Zero and the American Graduate School of Education at Harvard University in the 1990 s to raise is an important part of learning to understand the rise of the United States Trends. In 2006, "Teaching for understanding" was introduced into China in multiple disciplines have been more widely used, and the deepening of the new curriculum reform has important practical significance. The best proof of understanding is to learn knowledge itself migrate to solve new problems. But scholars survey showed that students will learn is knowledge back out, but not necessarily be able to knowledge and reality together. The research is starting form "Teaching for understanding", which is being applied to the design study geography.This article has four parts in the structure:The first part is an introduction, from "for understanding and teaching" own value and the significance of geography teaching two aspects to discuss research background and significance.The second part is a literature review "for understanding and teaching" and a matter of design research. First, understand the importance of the "to understand and teach" the development of ideas and designs applied to geographic issues discussed three aspects of significance "for understanding and teaching" concept.The third part is "to understand and teach" the theoretical basis of applied geography design. In this section discusses the "Teach for understanding" on the issue of the design dimension requirements and the requirement of reasonableness with regard to design problems.The fourth part is the focus of the writing of this article. Specific studies will form geography students as a matter of design-oriented perspective, including theoretical description and specific cases, mainly in scale perspective, a regional perspective, the perspective of the relationship between people and land, according to local conditions perspective.