The Application Of Autonomous Learning Mode In Middle School Geography Classroom

Autonomous learning is the main learning mode which is based on respect for students’ subject status, and will cultivate students’ subjective initiative and practical creativity. They play a very important role in training, learning methods and habits of autonomy of the autonomy of the classroom activities and other aspects, in the process of autonomous learning mode application, students are always the main teaching activities, although the application of autonomous learning in the beginning, the students still need the guidance of teachers, but the process of middle school students not in a passive state, but the exploration of independence in their original knowledge and structure, which makes the students’ development goals clear and correct direction, especially in the stage of cooperation activities, students can inspire their potential in team support, which makes the personal comprehensive quality upgrade to achieve the expected goal. This article is in Guizhou Province, Anshun Ziyun County, Shiyan middle school as an example, from two white Shiyan middle school grade one of junior middle school classes for the main object of study, using the questionnaire survey and interview method on students’ autonomous learning present situation of the application of the model in geography classroom study. This study takes the junior middle school geography teaching as an example, based on the research literature on the basis, the application problem of autonomous learning model in Junior Geography Learning were studied. This study is 88 junior middle school students were divided into an experimental class and a control group, for a period of 9 months of Geography Experimental Research on the model of autonomous learning, the most important is the autonomous learning mode being followed in the practical application of junior high school geography teacher led, student body, cooperative and autonomous learning mode effective evaluation of basic principles. This paper is empirical research method is used to verify the autonomous learning mode in the geography teaching in junior middle school, it is concluded that the autonomous learning teaching method can stimulate students’ geography learning interest, improve the students’ geography learning ability, enhance the quality of junior high school geography teaching the conclusion.The results of the study showed that through the comparison of the experimental class and the control class of the two test data:(1) in the experimental class and the control class the first test data analysis, the pre-test and post test differences in two kinds of teaching methods is not significant, showing self learning model in the experimental class after the test score performance, there is no significant effect.(2) in the experimental class and the control class after measuring geography learning in the second test score data analysis, the two teaching methods of difference reached significant level, in the experimental class, the pass rate and excellent rate respectively is 81.2% and 47.7%, compared to the original 55.8% and 27.9% respectively improved 25.4% and 19.8%, which indicates that autonomous learning mode in the experimental class after the measurement geography learning achievement has a significant impact. The autonomous learning mode and the traditional teaching of subjects compared to significantly affect the results, that the autonomous learning teaching can stimulate the students’ learning enthusiasm. To draw a definite the autonomous learning mode in improving students’ geography learning achievement, train students good junior high school geography learning habits, improve the efficiency of students’ effective learning geography, optimization of junior high school geography curriculum content and so on.Finally this study make a summary and outlook, summarizes the autonomous learning teaching method in junior middle school geography teaching in the application of advantage, analyses the problems exposed in the experimental process, analyzed the problems, and puts forward the follow-up research direction and ideas.