Study On The Basic Theory And Pratice Of Geography Activity Teaching

Ministry of Education of the People’s Republic of China promulgated the "Basic Education Curriculum Reform Program (Trial)" which heralds the beginning of a new round of curriculum reform in June 2001.The new curriculum reform brings not only changes in textbooks, but also the reforms of the traditional teaching mode and students evaluation systems. With the influence of curriculum reform, including the current knowledge-based, teacher-centered and teaching-explaining-instilling-exercise mode has been asked to change. In the process of teaching, teachers and students who are practicing in exploring to participate in the classroom. Students could acquire knowledge and enhance the ability to get all-round development, which would improve the quality education. For the students evaluation, we should evaluate students in different ways instead of focusing on the score only, which can focus on growth and harvest of students from the perspective of quality and ability.With the implementation of the curriculum reform, "activity" teaching gradually emerge in geography classroom. In the "active" class, the students were fully mobilized. The open class, hands-on operation, independent inquiry way are the important features of the "active" class. Students in geography class cultivate the innovative spirit and practical ability through the "activities" training. Team cooperation, and mutual assistance and social interaction ability enhanced the students self-management. So the research content of this paper is mainly combining the "active" classroom teaching philosophy with geography classroom and putting the theory of the new curriculum reform into high school geography teaching practice. On the basis of the practical advantages as a high school teacher, I put "geographic" activities into classification and add personal activities of teaching cases for analysis and display, enriching theoretical basis, and providing certain reference and Enlightenment for the teaching of high school geography "activities". The process of sorting Geographic "activity" cases is the cultivation of the scientific literacy of geography for me, and also contributed to the reflection from me in teaching continuously, which promote the healthy development of the students’ scientific literacy of geography. Such as to provide some help for other teachers, the author will Double Eiko.This paper is divided into six parts.The first part:Preface. This paper expounds the basis of the selection, the present situation of the research, the problem and the technical route of the paper.The second part:The basic theory of geography activity teaching. First, it introduced the connotation of "activity" teaching of geography; followed by an analysis of the "activity" teaching of geography on the basis of the theory,which mainly involved the basic psychology and pedagogy foundation; and then discussed the characteristics of geography activity teaching and should follow the should be followed.The third part:The investigation and analysis of the present situation of the geography activity teaching.This part is mainly in the form of questionnaire and interview, Students in Shimen Senior high school and the teachers in Nanhai district, Foshan, Guangdong got inovloved in this research. The survey is mainly about their feeling of the traditional classroom and Activity-based classroom. The survey also investisates the present Circumstance of Activity-based classroom all the problems it encounted. For those the important datum, the author uses chart to display and analyze.The fourth part:The contrast research of the effect of the geography activity teaching experiment. The author carried out the contrast experiment with two classes in Shishan Shimen Senior high school. One class took the activity-based class, the other took the traditional class. At last, it analyzed the effect of activity-based teaching by comparing their grades in three examination.The fifth part:classification and the case study of the activity-based teaching of seosraphy. This part is the core content of this paper, according to the forms of activities. The classification can be divided into three types:thinking, practice, and the inquisition. Later, this essay detailedly explain those three types. Combined with examples of "activity" teaching, the author will give several examples to display the necessity of each type of activity as well as the problems that should be paid attention to in the process of developing the activities. The analysis shall be simple and clear.The sixth part:Conclusion and Prospect of the research of geography activity in the classroom.The sixth part is the conclusion and Prospect of the research of geography activity in the classroom.