Research On Strategy Of Geographical Situational Experiencing Teaching In Junior Middle School

With the implementation of the basic education reform and development, and introduction of the new geography course standard, the new course standard put forward "cultivate modern citizens necessary geographic literacy", "development of lifelong learning useful geography", which means that the traditional interpretation of geography classroom teaching way, already can’t meet the demand of students’learning, it is hard to give students a real high quality and efficiency of the learning environment. Therefore, changing the traditional teaching way and calls for a more open approach to learning has become the trend of The Times. In many teaching methods, the geographical situation teaching is fit for the concept of new curriculum reform requirement, by which geography teachers set up with the new knowledge to learn geography content matching all kinds of situation, so as to arouse students’interest and emotional experience in order to achieve the teaching task according to the specific teaching reality.The paper is divided into five parts:The first part introduces the situational teaching background, the selected topic significance and the situation of the research practice both at home and abroad. Determining main study ideas and content, the research methods. The second part consists core concepts and basic theories of the situational teaching method, of which the latter is related to constructivism theory, cognitive and affective interaction theory and the theory of migration. The third part focuses on the problems arisen from application of above mentioned teaching method and analysis of the reason, through analysis of questionnaire survey in teachers and students separately from Heping & Hongqiao districts, especially from No.80 middle school. The fourth part is aimed at effective method for the above problems by making clear principles of situational teaching. The fifth part gives thoughts and suggestions to perfect the teaching method through analyzing the application of situational teaching in author’s practices on the specific teaching cases.