Research On The Breakthrough Strategies Of High School Geographical Teaching

Teaching difficult points mean the knowledge and skills, which students can not understand or master under teachers’ instruction in a short time and teachers also have difficulty in importing and expressing them in class. In view of having the features of synthesis, logicality, critical thinking, regionality and spatiality etc, the achievements of high school geography teaching are seriously effected by the numerous teaching difficult points. The teaching difficult points in High School Geography are mainly distributed in physical geography of Compulsory Course One, especially in Chapter 1Plant Earth and Chapter 2 Atmosphere on Earth. However, the teaching difficult points in High School Geography, which contain high subjectivity, vary from person to person. Students in different genders, different levels of mastering geography and the feelings of difficulty towards different types of teaching contents between students and teachers are in great differences. This paper is aimed at understanding the differences, combined with the practical teaching experience to break through the difficult points in high school geography by offering some targeted teaching strategies.This paper has been divided into four partsPart 1: Introduction. This content includes four parts: problem posing, research significance, research methods and research status.Part2: Matting part; it mainly combs and analyzes the concept definitions, the features and causes of teaching difficult points in high school geography.Part3:Main part. Firstly, according to PEP edition of Compulsory Course One of High School Geography for teachers teaching material, New course standard of High School Geography, Geography Introductions for College Entrance Examination, the knowledge points in teaching content are classified and the questionnaires about teaching difficult points in high school geography are drawn up. Then this part makes a statistic analysis from the questionaire to work out the diffierences of difficulty feelings about different types of teaching contents in Chapter One and Chapter Two of High School Geography Compulsory Course One between the students in different levels and genders.Part 4: The breakthrough strategies of high school geography in teaching difficult points. It based on the analysis result of questionnaire data about the high schoolteaching difficult points and presents a four-dimensional teaching strategy to break the teaching difficult points from teaching plans, the students’ levels of Geography,teaching content types and students’ cognition.