Study On Construction Of High School Geography Efficient Class

With the new curriculum reform continuing to deepen and expand, many experts and scholars carried out continuous research and exploration in the face of traditional class teaching appearing many drawbacks. With the desire to im prove the t eaching modes, tap the potential of students and improve teaching effectiveness, they proposed the idea of efficient class and has m ade a num ber of de sign and research on it. Holding the "student-centered" philosophy, the efficient class advocates that the teaching should reflect the dominant position of students, and change the " traditional teaching method and students' passive learning" to "teacher-directed teaching and students' active and autonomous learning". It insists on the achievement of the three-dimensional learning goals including knowledge and skills, processes and methods, feelings, attitudes and values, this conforming to the concept and pursuit of the new curriculum reform. How can the high school build geography efficient class to reflect the three-dimensional learning goals? In this paper, I intend to do some research using the methods of literature research, questionnaire survey and case analysis.In order to make up for the shortcomings of traditional teaching, and build truly efficient, practical, and easily spread and implementation geography efficient class, I first read a lot of literature about the efficient class. By reading literature, I h ave a more profound grasp about the connotation of efficient class, and know the research status of efficient class at home and abroad. It also been found that there are still some deficiencies, including that theoretical study of ef ficient class is scattered and not systematic, and some of high efficient class mode is not suitable for promotion to the countrywide. In order to achieve positive transition of traditional education to quality education, I learned the rational outcome of efficient class study from predecessors and the new curriculum reform ideas, and understand the students' opinions about the geography class through questionnaire survey. On this basis, I put forward the idea of building geography efficient class and try to apply it to specific teaching cases.Through the research and analysis about efficient class, the main conclusions are as follows:(1)Efficient class study is in line with the concept and pursuit of the new curriculum and it is a specific form and effective way to prac tice the new curriculum.(2)Efficient class particularly emphasizes that the teaching should reflect the dominant position of students, therefore, to study and build efficient class can make up for the shortcomings of traditional teaching.(3)It showed that the learning method advocated by efficient class are welc ome by the majority of stu dents through the questionnaire analysis. Therefore, practicing efficient class is possible and meets the wis hes of the majority of students in the traditional class-led classes and schools.(4)We can see that there are many factors that influence the teaching result of high school geography efficient class through questionnaire survey, therefore, in the class, teachers should have a global consciousness and coordinate a variety of fact ors inside and outside the class, so that students' learning result a nd learning efficiency can achieve the most efficient optimization.(5)Construction and implementation of efficient class can promote the overall development of students and teachers' professional development, thus helping teachers and students to grow together.Due to lack of personal experience, the theoretical level of education being not high enough, and the relative lack of educational experience, this article will inevitably be some flaws and shortcomings. Therefore, the study of ef ficient class theory needs to be further deep ened. In addition, in terms of the geography efficient class constructed by myself, I did not put them into practice due to constraints, so the actual effect is not known. I hope to have the opportunity to personally verify its effectiveness in teaching practice, find deficiencies and continue to improve it in the future.