Research On The Concept Teaching Of Abstract Geography Based On Multivariate Situation

Geographical concept is the abstract generalization of the essential attribute of geography. It is the foundation of the geography study, and it is an important part of the geography curriculum. The new curriculum reform requires the cultivation of the citizen’s necessary geographical knowledge. The geographical concept is the foundation of the students’ geographical knowledge accomplishment. Geographical concept in geography learning status has been full attention, but in geography concept teaching process by class time, teachers’ energy, resource constraints, the geography concept teaching in lack of effective teaching strategies. In the survey, we found that: the concept of teaching methods and students are expected to have access to the students, the concept of learning effects and teachers’ expectations are biased. Therefore, this paper puts forward to create a diversified situation to carry out the concept of geography teaching, based on the students’ interest in the implementation of the concept of teaching, to promote the comprehensive development of students.The research content of this paper mainly includes five parts: introduction part describes the geographical concept of domestic and foreign research present situation and theoretical basis to carry out multiple situational teaching; the second part of the plural situation in geography concept teaching in realistic condition to demonstrate, including geographical concept of the syndrome, geography curriculum teaching goal, the geography concept teaching in the presence of problem, diverse situation creating realistic conditions;the third part is on the multiple situational teaching case design; the fourth part from the angle of geography teaching evaluation of multiple situational teaching process was evaluated. The main use of the literature method, questionnaire survey, observation, etc..This paper focuses on how to create multiple situations and carry out multiple situational teaching process. In the study tries to combine learning and teacher situation analysis, pay attention to students’ initiative based on moderate intervention. However, the multi situation teaching is not really applied in the teaching of geography concept, its effectiveness has yet to be tested.