| No breakthrough teaching difficulties of the lesson,a lesson is a failed.Positioning and breakthrough teaching difficulty is problems often encountered in the daily teaching process.It is the need of teaching.And it is also the requirement of new curriculum reform of geography teaching.The research on teaching difficulty break-through strategy has a great necessity.On the one hand,it is advantageous to the rapid growth of the teachers,and it improve the teaching quality and effectiveness of class-room teaching.On the other hand,it is helpful to enrich the teaching theory and implement of the basic idea of new curriculum reform.At present,for most of the researches in geographical teaching difficulty is a line for a knowledge of a geography teacher's empirical research.The part of the theoretical researches is insufficient.And the systematic and in-depth study is less.The paper is based on the practice school and the author's own teaching practice as an example to enrich,improve and innovation of geography teaching difficulty breakthrough research on the basis of existing research.This paper is mainly composed of three parts.The first part includes "Introduction" and "Core Concepts and Theoretical Basis".And the second part includes "Survey Research on Teaching Difficulty of High School Geography Compulsory 1","Cause Analysis on High School Geography Teaching Difficulty Compulsory 1 " and "Teaching Difficulty Breakthrough Strategy on High School Geography Compulsory 1 ".The third part includes "Based on The Strategy of Problem-solving Mode Teaching Difficulty Breakthrough Strategy Designs a Teaching Plan" and "Conclusion".(1)The introduction mainly includes the research background,research status,research purpose and significance,research content and method,and technical route.The research background is the cultivation of the students' interest in geography,difficulty of compulsory 1,the author's teaching practice and the weighting of the college entrance examination.Then the collected literature expressed in the form of first up points about difficulties breakthrough research in every field.From journal articles,academic research and theory in book classification expounds the research status quo of geography teaching difficulty.Finally,used the methods of literature research,investigation and mathematical statistics,this paper was analyzed the difficulties of geography teaching.(2)Questionnaire and individual interview were adopted in the survey.The questionnaire referred to journals,textbooks,teachers and curriculum standards.And it was compiled under the guidance of the senior geography teachers.The object was the high school students of the practice school in the random sampling method adopted in the different levels of the class.After the collection,the author Carried on the mathematical statistics analysis,calculated each knowledge point difficulty coefficient,determined the teaching difficulty.Teachers and students were randomly selected for interviews to understand the situation of the practical school on geography teaching,students' learning attitude,habits,hobbies,interests and difficulties in learning geography.Taking "multiple intelligence theory","cognitive development theory","cognitive learning theory","thinking development theory" and "system theory" as psychology,pedagogy and system theory basis,the author analyzed the reasons of difficulties from five aspects of subject,curriculum standards,textbooks,teachers and students.Then from the point of solving the problem,this paper was putted forward to the system's difficult breakthrough strategy from four aspects: teaching difficulty positioning,causing analysis,teaching experience and teaching resources,which is one of the innovations in this paper.(3)The author selected teaching difficulty from the identified ones,and then integrated breakthrough strategy into the teaching design—— teaching plans,which is another innovation of this paper. |
PDF Full Text Request