A Study On The Application Of The Self-Learning-Cooperation-Promotion Model To Geography Teaching In Senior High School

“New Geography Curriculum Standard” of high school advocates its one basic idea as cultivating students' autonomous learning,inquiry-based learning and cooperative learning.With the pushing of the New Curriculum reform in Geography Teaching,the reform in geography curriculum has been given much importance.Combined with their actual development,schools and teachers in various geographic regions of the country devote themselves in exploring on geography teaching,and produce much effective geography teaching models.Dalian Development Zone is also involved in the new curriculum reform.Under its work ethic guidance "advocate hundred thoughts,combine hundred thoughts,and form their own thoughts",the school closely links with their actual development,and propose a " self-mutual-group " effective teaching model.By studying on the application of the new teaching model,it can be found that this kind of teaching model to geography teaching make positive effects in improving teaching quality and increasing students' interest in learning geography,and their sense of innovation and practical ability.However,in the actual geography teaching process,there are still some unresolved issues when applying "self-mutual-group" teaching mode,such as: how teachers reasonably arrange every teaching aspect;for group work,how to set reasonable fit questions to make sure everyone involved;how to improve the evaluation mechanism and other issues.Thus,all these unsolved issues need us,teaching workers and researchers,constantly strive to further explore.The present thesis generally study on the application of the "self-mutual-group" to classroom teaching by using the methods of literature review,case study,and questionnaire.By presenting specific geographical actual cases,the steps of implementation model are carefully analyzed.Moreover,the strengths and weaknesses shown in application are also analyzed,the author also proposes appropriate measures for improvement so as to promote "self-mutual-group" classroom teaching more effective in high school geography teaching.This paper is divided into six parts.The first part is the preface,it mainly introduces the background and significance of the study,related literature reviews abroad and at home,and the research questions and methods.The second part focuses on the "self-mutual-group" efficient classroom teaching,where its definition,theoretical basis,and the similarities and differences with other teaching modes are well illustrated.The third part focuses on thestructure and application steps of "self-mutual-group",in addition,specific analysis of teaching cases are also provided.By using questionnaires and interviews,the fourth part investigate the application of the "self-mutual-group" to geography teaching.Meanwhile,the strengths and weaknesses of the model are also included.The fifth part presents the corresponding improvement measures and recommendations based on the experimental results.Finally,the author clarifies the basic conclusions and some limitations of this study.The innovation of the paper is that it firstly analyzes the feasibility of the application of the "self-mutual-group" to geography teaching,and discusses the detailed steps and implementation process.Such efforts prove to be in great help for further development of the model in geography teaching in Senior High School.