The Application Of Lecturing Method In High School Geography Class

Under the background of new curriculum reform, the traditional lecturing method is in an embarrassing position because of the inclination that the lecturing method makes teachers emphasize knowledge improperly. In fact, as to a kind of the teaching methods, there is no meaning to judge whether the lecturing method is a better teaching method. It does matter if we apply it into class properly. Although there is a large number of studies on application of the lecturing method, there is a lack of the studies combining with geography. To provide specific and targeted guidance for the application of the lecturing method in high school geography class, this paper is based on the lecturing method of geography knowledge teaching, and its key content is the application strategies on three types of the lecturing method. It proposes eight application strategies corresponding to three kinds of geography lecturing methods based on the analysis from the teaching frequency, teaching time, teaching methods, and combination with other teaching methods by means of classroom observation and questionnaire survey.According to different teaching goals, there are different application strategies:as to the geography declarative knowledge which students just need to know, teachers should apply the lecturing method in the timing of providing new knowledge, in the form of direct telling alone or combined with geographic presentation method; as to the geography declarative knowledge which students need to remember, teachers should apply the lecturing method in the timing of feedback, in the form of different indirect telling ways combined with geographic conversation method or practice method; as to the geography procedural knowledge which students need to comprehend, teachers should apply the lecturing method in the timing of feedback, in the form of different indirect interpreting ways combined with geographic conversation and presentation method; as to the geography procedural knowledge which students need to use, teachers should apply the lecturing method in the timing of activity guiding, in the form of direct interpreting combined with geographic conversation or practice method; as to the geography strategic knowledge which students need to master, teachers should apply the lecturing method in the timing of guiding before activities, in the form of direct telling combined with geographic practice method; as to three types of the geography knowledge which students need to consolidate at weaknesses of memory or application, teachers should apply the lecturing method in the timing of summary or feedback or activity guiding, in the form of direct telling and indirect telling ways combined with geographic conversation and presentation method. This research is beneficial to improve the efficiency of the use of geography lecturing method, strengthen the geography teachers’ teaching skills, and promote teaching business level. It is also important to reflect the geography characteristic of the geography lecturing method and enrich geography teaching methodology.