Student-centered Mode Of "271Efficient Classroom" Teaching Investigation And Study

A new round of high school geography curriculum reform has been for more thanten years, during this period, all kinds of schools at all levels to new concept as theinstruction reform, efforts to return the high school geography class to students, givefull play to students’ subject position in geography class. After years of exploration andpractice, student-centered teaching concept has been deeply rooted in the hearts of thepeople and in many schools across the country, but in the process of implementationalso appeared many problems, such as "wear new shoes beaten track", students onlykeep "three minutes heat", etc. Article takes a "271ChangLe two efficient classroom"teaching model as an example, this paper take the student as the center of the "271efficient classroom" in the process of implementation success and deficiency, and itsdeficiency is put forward opinions and Suggestions on the implementation of, andstrive to in the later use to constantly improve and implement process, to achieve thegoal of building a more efficient.The article is divided into six parts: first, introduction; Second, the summary ofstudent-centered teaching concept; Third, student centered overview "271" efficientclassroom teaching mode; Four, with students as the center of the "271" efficientclassroom teaching mode applied in the high school geography teaching questionnaireanalysis and evaluation; Five, the students centered "271" efficient classroom teachingmode applied in the high school geography classroom teaching improvement measures;Six, the conclusion.The first part of introduction mainly introduced the selected topic background,research purpose and meaning, current research status both at home and abroad as wellas paper main research plan.The second part mainly introduces the concept of student-centered teachingprocess, the connotation of the student-centered teaching concept and its theoreticalbasis.The third part mainly introduces to students as the center of "271" efficientclassroom teaching mode. Including the connotation of "271" efficient classroomteaching mode, and the similarities and differences among other student-centered teaching mode, and analyzes the key points in "271" efficient classroom teaching modeand implementation steps.The fourth part mainly analysis questionnaire to students as the center of the"271" efficient classroom teaching model in the application of high school geographyteaching evaluation, sure its achievements in the process of application, points out theproblems existing in the process of implementation.Fifth part aimed at students as the center of the "271" efficient classroom teachingmode in high school geography teaching thought the problems existed in theapplication, and then puts forward Suggestions and improvement measures.Finally, with students as the center "271" efficient classroom teaching model inthe application of high school geography teaching is discussed.