Research On Secondary Geography Classroom Teaching Mode Four-part Guide

Knowledge teaching acts as the basis of geographical quality-oriented education in the process of geography teaching while the choosing and application of classroom teaching model determine the classroom teaching efficiency directly. Building upon the existing research, my thesis conducts a deep summary and discussion about four-step guiding teaching model practiced in the middle school classroom. Depending on the comparison between the traditional teaching method and four-step guiding teaching method in the practical teaching process as well as the way of questionnaire, I make a feedback study on the effect of classroom teaching among students, therefore, drawing following conclusions:first, the cooperation and communication between students enhance, the perception of knowledge gets deeper and the appliance of knowledge can be transferred to other parts. Second, four-step guiding teaching method can provoke active classroom atmosphere.30percent of students hold that they will come up with questions actively now instead of keeping mute, moreover, they move forward from accepting knowledge positively before to discussing the geographical questions independently now. Third, four-step guiding teaching method takes full consideration on students’ perception and application of geographical knowledge compared with the traditional teaching method, which concentrates on the direct-viewing memory of geographical knowledge while lacks the cultivation and practice of geographical minds. Fourth, the two teaching models produce totally different consequences towards students with different levels. In two key classes, the examination excellent-rate has improved somewhat after adopting four-step guiding teaching method while the passing-rate declines, however, the passing-rate of students from class1rises while excellent-rate declines among three ordinary classes. Students from class5reflect what happened which is the same as those from key classes.