The Empirical Study On “Five Step Teaching Methods” In Geography Teaching In Middle School

Since the 21 st century, China has implemented a new round of curriculum reform, which has a demand for geography teaching to adapt to the trend of curriculum reform and the reform of geography classroom teaching mode. In the teaching process, teaching methods which reflect the students’ subjectivity should be used to guide students to develop the students’ ability of learning geography. In five rings, teaching method, students’ active participation in class atmosphere was active, conform to the trend of The Times, to promote the implementation of the new curriculum reform, promote the change of students learning style, catering to the basic idea of junior middle school geography new curriculum standard. The Students taught by Rings teaching method actively participate in the class with a active atmosphere, which is conforming to the trend of The Times to promote the implementation of the new curriculum reform.and attars to the basic idea of junior middle school geography new curriculum standard. Studies of Rings teaching method are rarely found in existed literatures and network information which almost stay on the experience summaries without theoretical support and the applications in junior middle school geography teaching are much less. The empirical study of Rings teaching method still needs to be improved. The author try to prove the grammaticality of this method by combining the widely implement of the method in the junior high school geography teaching in the first middle school of Huaiyang.Papers take five methods: literature analysis method to get the starting point of this study, experiment method to contrast teaching effectiveness between traditional teaching and five rings teaching, interview method to choose reasonable subjects and come to the application recommendations of the rings pedagogy, questionnaire survey results of the experiment statistics, statistical analysis method to summarize the survey. The teaching experiment of five rings teaching method lasted for a total of one semester from September 2014 to February 2015. Class 34, grade seven and class 9, grade eight take the rings teaching. As comparative classes, class 36, grade seven and class 3, grade eight adopt the traditional teaching method. In experimental process the influences by other factors should be reduced as much as possible. The superiority of Rings teaching method is proved from the geographic learning psychology, methods, learning initiative and approval of Rings teaching method with the implementation of questionnaire survey, collecting total 221 results and statistical analysis in four classes total 243 students by the end of the experiment. The results show that the Rings teaching method is beneficial to improve the interest in learning geography can be able to improve the geographic scores effectively and help to cultivate students’ ability of autonomous learning. The older Students get, the more obvious advantage of the method. From the interviews of 18 best geography teachers of the school, the author puts forward five application advices of junior high school geography five rings teaching: prepare the penetration of five links in learning; Set clear learning objectives; Construct two-member mutual help team and six-member mutual agent team of active; Improve the ability of geography teachers of managing the rings teaching method; Set up the rings teaching excellent classroom teaching case.Five rings teaching in junior high school geography is a theoretical and practical significance subject. Through the systematic theory and practice study, it concluded that five rings teaching have a significant effect in junior high school geography teaching and the teaching effect is more prominent following the age of the students increasing. In addition, it proposed the application recommendations of five rings teaching in junior high school geography teaching.In this paper, this is one innovation: Rings teaching method is summed up in practice teaching method and stay on the experience summaries without theoretical support and the applications in junior middle school geography teaching are much less. This paper, starting from the theoretical basis, has studied Rings teaching method systematically and enriched its theory system. Same level classes are selected to experiment and questionnaire surveys are conducted in experimental classes and comparative classes respectively by the end of term, the positive influence of Rings teaching method to the geography teaching is convinced by comparing and analyzing results while previous researches stay in the description of the language and experience summaries.