Case Study Teaching High School Geography Teaching Comparative Method Strategies

Geography comprehensive and regional characteristics, high school students should learn how to geographic knowledge, especially in terms of regional content, the best way is to two or more things on a piece of geography after comparing to explore learning, which can be found not only the specific differences of different things at the geographic, as well as similarities, you can also explore a geographic thing regularity in certain areas. Therefore, comparison method in high school geography teaching and learning process is essential, but the author in the actual teaching, students often encounter in the use of comparative law Shique exist "less would be more", "no thorough comparison", " comparison of incomplete " and other issues, these problems would require high school geography teachers in teaching students to focus on the formation of comparative thinking and teach students to use the method of comparative law, because the application of comparative law is conducive to high school students We are learning geographic content when forming knowledge network infrastructure, as well as conducive to the formation of other ways of thinking.This paper describes in detail the process in comparative law knowledge among high school geography professor is indispensable, but also clarifies some of the issues now professor of comparison method at the high school geography knowledge applied when the presence of the author in accordance with the high school geography textbooks and teaching methods application of the theory of comparison method,comparison method and proposed application strategy combining the characteristics of high school geography knowledge: expand to compare policies from the macro-geographical knowledge of things and then to microscopic knowledge, analysis and comparison of the policy from the point of causality geographical knowledge, from a Geography things to know things unknown geographical links to compare policies. And on this basis, build a teaching comparative law in the form of 3 modes of teaching high school geography teaching, namely comparison- explain combine teaching; comparison- counseling combined teaching;comparison- binding inquiry teaching. Such teaching methods and students' cognitive regularity match is a step by step process, it can really make use of them in more than one teaching period. Finally, through the experimental analysis of comparative law to verify the application of the policy in high school geography professor at the effectiveness of the process, and we found that most of these strategies apply to the content of high school geography teaching a semester test largely improve students' learning and enhance the students' comprehensive analysis capabilities.Explore methods described herein essentially adopted a few categories: literature, questionnaire, summarizing the experience, lesson observations, case law and experimental research method. Via basic inquiry can do: summarizes the principles adopted in the process of comparison method school professor geographical knowledge among the sure to be referred to; summarizes the process of geographic knowledge among high school professor of comparison method for the use of strategies; there are formed on the basis of in the process of knowledge among high school geography professor for comparison method teaching.