Practical Research Of Vigorous And Lively Class In Senior Geography Teaching

With the implementation and intensify of the new curriculum reform,the classroom teaching pays more attention to the status and the overall development of students,to life vitality among teachers,students and knowledge.However,due to the traditional teaching habits,college entrance examination background and other factors,geography classroom teaching in high school still exists the phenomenon which is to regard "teacher" or "textbook" or "achievement" as the center of teaching,while ignore the vitality of classroom teaching elements,which make the geography class of high school boring.Therefore,the construction of a vibrant classroom is an important way to activate the high school geography teaching.On the basis of reading the literature relate to the vitality teaching and the high school geography books;this thesis adopts questionnaire,statistical analysis and educational practice to study the strategies and procedures of the vigorous and lively class in senior geography teaching which are carried on teaching practice.Firstly,the literature method is used to clarify the research background,the domestic and foreign research status,and the concepts of the life vitality class.Secondly,through the questionnaire survey,the thesis analyzes the teaching objectives,teaching contents,teaching process and the relationship between teachers and students of geography class in high school.There are some problems about the vitality of geography class in high school: the three-dimensional goal of geography teaching was not unified;content of geography teaching is relatively life-oriented,but the connection between geography and other disciplines or practical application is inadequate;ways of the geography teaching are too simple that students can’t join in the class actively;the relationship between teachers and students is lack of vitality.It is found that stimulating students’ interest in geography is the key to implement the vitality of geography class in high school by using cross-over method to analyze the results.Thirdly,on the basis of related literature,combining the vitality problems which exists geography class teaching in the high school and practical teaching content,this thesis puts forward the corresponding practical strategies from geography teaching objectives,teaching contents,teaching process and teacher-student relationship of high school,then build the implementation procedures of high school geography vitality class to prepare for teaching practice.Fourthly,the thesis tries to discuss howthe implementation strategy and practice procedure stimulate the vitality of geography class in high school by education practice,then design the teaching process of the "interior structure of the city" and the "formation of the mountain" which specific show the penetration and application of the policies and procedures of geography vitality class teaching in high school.Finally,the questionnaire is used to analyze the practice effect.It is found that the strategies and procedures of geography vitality class in high school have obviously improved the students’ interest in geography learning,geography class life touches,the participation of geography class and the geographical relationship between teachers and students.The result proves that the strategies and procedures can effectively solve some problems in the current situation of the vitality of geography class in high school.The thesis rethinks the teaching practice of geography vitality class in high school.Further enriching the presentation of the vitality of teaching content,grasping the dynamic generation of teaching process,and broadening the communication channel between teachers and students can be better stimulate the vitality of geography class in high school.