Meaningful Reception Learning Theory In Research Of Application In Geography Teaching In Senior 1

With meaningful reception learning theory is introduced to our country, It has made some progress in theoretical and practical application level study. Meanwhile, there are some problems of lacking in-depth discussion of meaningful reception learning theory, consequently, the emergence of the theory of interpretation simplistic and superficial issues happens.?Meaningful reception learning theory? does not affect the ability of students to think independently and sense of innovation but than innovation in succession on the basis of existing knowledge, it focus on helping students better independent thinking and self-learning of new knowledge. Meaningful reception learning theory of teaching activities comply with?The New High School Geography Curriculum Standards?requirements, in which the development of students and the transition of teachers, teaching methods.At present, the relevant research literature which is guided by High Geography Teaching Activities Required 1 has seldom been studied. Therefore, the author is planing to put the meaningful reception learning theory to guide high school geography teaching activity required. In this way, it will not only expand the range of meaningful reception learning theory, as well as reflect the requirements of the concept of new curriculum standard but also help to enhance students' ability of an tonomous reception learning improve the interaction between geography teachers and students in classroom, and offer the reference to guide students' learning for teachers.Through the use of literature analysis, the interview, questionnaire, statistical analysis and case teaching method combining with meaningful reception learning theory,geography teaching theory, Tao Xingzhi's life education theory, constructing learning theory and the zone of proximal development theory,I made a questionnaire about the High Geography Teaching Condition for compulsory 1, concerning with Kaifeng railway high school students and teachers. Teaching methods need to be improved. The most frequently used method of learning which students use in class does not overlap the best method which they use to achieve optimum learning, indicating the learning method using in class by students cannot help them to achieve efficient learning; Students aren't interested in all the teaching methods, and teachers often adopt visual methods to introduce a new lesson, which are not beneficial for students to masterknowledge comprehensively and have enough abilities to learn and use knowledge(this situation can be found in the after-school exercise).(2)Geography Teaching tends to harmonization. The first is that more than half of the students are willing to learn geography knowledge after class and the purpose is clear mainly is to learn and expand your horizons and interest-driven factors; followed by a majority of teachers agree teaching methods advocated by the new curriculum, and willing to implement the new curriculum standards requirements; there is once again the vast majority of teachers in the classroom teacher-student interactions are more concerned; and finally the cultivation of students' abilities, from the survey results can be found that in terms of teachers to train students to focus mainly on theory with practical ability,logical thinking and learning ability to apply their knowledge, which required ability and geographical nature of the contents of a training match.(3)high school geography teaching a compulsory task is arduous.From the perspective of students and teachers demonstrate the high school freshman on geography compulsory 1 reserve a lack of knowledge, but the main problem faced in the current teaching is a high geographic knowledge required 1 abstract, difficult to understand the students, followed by assignments too large, and class tensions, which adds to the teacher assignments for a high geographic compulsory 1.In order to improve teaching condition for the deficiencies, the paper under the guidance of meaningful reception learning theory, take ? reasonable use of water resources ?, a high content of compulsory geography 1 chapter ?, as an example of experimental teaching.. Based on classroom teaching and delay test results(delay test about new courses scheduled after the end of two weeks) and the tracking of students observed that students maintain a degree of knowledge of the contents of this section in good gradation level and not with honors underachiever gap. Meaningful reception learning theory in research of application in geography teaching in senior 1 extends the scope of application of psychological theory, while a high compulsory teaching geography to find a new theoretical support; and can also to narrow the gap between the underachiever and honors. Finally, according to the practice of teaching to reflect the effect of after-school and put forward to some implication on teaching:(1)Through observation,exchange and grading and other ways to understand students' existing cognitive structure.(2)Textbooks on what they learn to do deep understanding, in order to grasp ?meaningful? knowledge, and promote the teaching of living.(3)Weigh ?Teaching Lectures-students receive learning? mode, while the pros andcons of accepting classroom learning to give reasonable position.(4)Flexible selection and use of living examples, provided the material is introduced for the application of advance organizer strategy.