The Implementation Strategies Of Geography Subjective Teaching In Week Schools

The new round curriculum advocating establish the openness geography curriculum which regard students as main body, changing the status quo that emphasis receptive learning too much, rote, mechanical training in curriculum implementation, advocating active participation of students, willing to explore and willing to think. Against this background, most schools are exploring the implementation strategies of subjective teaching actively, under the pressure of educational supervision department, many weak schools are actively pursue the subjective teaching too, advocating plan-guided teaching and co-teaching. However, due to the students are generally poor in weak schools, many students have low self-learning ability, weak schools presence many problems in specific implementation, the democratic atmosphere is difficult to build, the effect of plan-guided teaching and co-teaching is poor. On terms of geography, due to the subject is not involved in the exam, students lack motivation, these problems are more serious. This article mainly studies the effective implementation methods of subjective teaching in weak schools.This article first reference a lot of literature, defines the concept of subjective teaching and weak schools, determine the starting point of this article. Secondly, select a weak school in Kaifeng- Railway School as the research object, through observation, interviews, questionnaires and other forms, launch an investigation of subjective teaching for railway school students and geography teachers in Henan Province separately, mainly surveys the problems of geography subjective teaching, learning needs and the effective implementation experience in subjective teaching.Through the investigation, found that the main problems are:(1) The teachers’ writing level of problems setting and plan-guided is low, cannot adapt to the characteristics of the weak school students;(2) Without supervision, many students’ plan-guided appear handle or plagiarism;(3) Due to lack of team management mechanism, students often join in the fun when co-teaching;(4) The teacher lack of scientific management.In view of the existing problems, combining with the needs of students and teachers’ experiences, from the respect of plan-guided teaching, co-teaching, democratic management, on the basis of existing theories, this article proposed the building strategies as following: In the respect of plan-guided, summarized the written request that adapt to weak school students, analyzed how to use it efficiently, proposed group preparing lessons; In the respect of co-teaching, put forward countermeasures in problem set, team management, interaction patterns, poor students participate and other aspects; For student management, proposed the principle of combine love and strict, the principle of minimal intervention in classroom management, summed up the correction method of problem behavior. This Research has a positive effect in theoretical study of subjective teaching in weak schools; Provide valuable reference to promote the effective implementation of subjective teaching in weak schools.The innovation of this paper has two points: first, from the perspective of subject, combined the subjective teaching with weak schools, proposed the countermeasures. Second, on the basis of existing theories and teachers’ experience, put forward some valuable strategies, such as: writing framework summary in plan-guided; put question upturn in co-teaching, establish team leader in discussion groups and so on.