High School Physical Geography Procedural Knowledge Teaching Strategy Research

Natural geographical knowledge is the foundation of high school geography, and the difficulties of the high school geography. Although more on the study of natural geography, but the study is not very deep. The teaching strategies lack of geographic subject characteristics. This paper is based on the "basic education curriculum reform (Trial)", "high school geography curriculum standard", constructivism theory, humanism theory, information processing theory, education target classification theory and the zone of proximal development theory, to study the natural geographic process knowledge teaching strategies in Senior High School Literature method, questionnaire survey method and action research method. In order to provide some references for the teaching of high school geography teachers work with draw lessons from.This study in A middle school of yanji city as the research base. Randomly in a questionnaire survey to the students of class four, Found that the high school low natural geographical procedural knowledge learning initiative; Not form a good preview habit; All the ability is low; To overcome the psychological barrier ability is lower, mood easily swayed by the difficulty in learning; Understanding of the procedural knowledge and application ability is low; Concentration and low level of study.In view of existence question, curriculum requirements, and procedural knowledge learning process model, to develop a high natural geographical procedural knowledge teaching strategies:The acquisition stage teaching strategies:"Voluntary attention" and "had no intention of attention" combination strategy; Present study strategy; Memories and consolidate the combination strategy; A variety of sensory organic combination strategy; "Guide learning" (or "study case") strategy; Using the concept map clear knowledge network strategy; Using a variety of mnemonics finish machining. The consolidation and transformation stage teaching strategies:externalization, explicit teaching strategy; Strengthen the geographical language specification strategy; Provide a variety of practice opportunities; Feedback strategy. The transfer and applied stage of teaching strategies:variant strategies; Comparison strategy; Analysis and synthesis strategy; Inductive and deductive strategy; drawing strategies of reading teaching strategy.In order to detect the effectiveness of the proposed teaching strategies, as the research object with 7 class for two months of action research. After two months, conducted a questionnaire survey and class 7 and class 8 (the control class) contrast test method, draw the conclusion:obviously increase the students’learning initiative; To learn the material processing, finishing ability improved; The student’s mental state gradually; The understanding, skills of students has been effectively improved. For the difficulties in the study, most of the students can be determined to overcome. But through two months of classroom observation and hands-on practice found that the natural geography teaching in "learning" problems still exist. Therefore, the second action plan, but due to time constraints, the second action is expected to be implemented in future research.