The Study Of Senior High School Geography Situational Teaching In Jining High School Attached To Beijing Normal University

With the gradual development of curriculum reform,we teachers have realized that situational teaching is an important way for high efficiency teaching.In the process of teaching,aiming at the specific content,teachers can stimulate students' emotion by setting vivid and concrete situations.Meanwhile,through the analysis of the interaction between students and teachers,students can learn new geographical knowledge,develop geographical skills and improve their ability,thus forming a kind of teaching based on correct feelings.This paper is taking the geography classroom teaching in Jining High School Attached to Beijing Normal University as the research object,mainly through the observation of video lessons-list analysis–refining the advantages of situational teaching-finding out the problems and related factors-putting forward some strategies.Besides,analyze and list the related theories from some reference books,on the basis of which,I do a research on the ten recorded situational teaching courses in the geography classes of Jining High School Attached to Beijing Normal University.I found the measures of improving situational teaching by analyzing teaching highlights,existing problems,influencing factors,countermeasures and other aspects.According to the study,I drew the following initial conclusions.Firstly,from the analyses and study of the reference books,we can know the situational teaching has made progress,but there is still a long way to go.So our country should develop teachers' ability and awareness to use situational teaching in geography.Secondly,situational teaching can stimulate students' interest in learning,enhance students' desire to explore new knowledge,and reduce the learning difficulty in order to promote the understanding of relative objects and help solve the difficult teaching points.Thirdly,there are many problems existing in the situational teaching.First one is that the chosensituation material can't match the learning points.Second one is that students can't understand the chose situation or the way of using situation is not proper.The third problem is the preliminary analysis of situation and the little knowledge about situation.The fourth problem is that there is no situation or problem settings in teaching plan or the situation can't be united with the teaching process.Fourthly,from the analysis,four factors affect the situational teaching: teachers' thinking little of situational teaching in geography;knowing little of the function of situational teaching;not analyzing the situation further;not using the strategies properly.Fifthly,strategies of solving the above problems.The first one is to make full use of teaching and research activities to improve the recognition of geographical situational teaching,update the concepts of teachers,develop their ability and realize the consistency of teaching process and teaching plan.Of course,check teachers' application of the situational teaching.The second one is that the design of situational teaching should be based on the students' cognitive level and knowledge,get close to their life and pay attention to the arrangements of the situation.As we know,the choice of the situation must be complete,comprehensive,various,and representative.