Research On The Effectiveness Of Lead-in In Senior High School Geography Class

New geographical curriculum standards put forward new requirements for geography teachers.It requires that classroom teaching should be student-oriented to meet the needs of students learning,improve the quality of geography teaching in senior high school,and create efficient geography class by applying to different teaching methods.Lead-in is an important part of geography classroom teaching,the effective lead-in can enhance the effectiveness of class teaching at the most.Therefore,under the background of the new curriculum,it is urgent to solve the problem of how to penetrate the teachers,students and teaching ideas into the classroom teaching,so as to improve the effectiveness of classroom teaching and improve the teaching effect.This paper combines theory with practice,using the methods of literature,classroom observation,questionnaire,interview,case analysis,experimental method,etc.Carefully combed the research background and research status of lead-in in senior high school geography;this paper makes an investigation and analysis on the present situation of the classroom lead-in of geography teachers from three aspects:classroom observation,questionnaire and teacher interview,then summarize the problems of classroom teaching,and analyze its causes;analysis of the quality of classroom lead-in fragments,to explore the effectiveness of embodiment.On this basis,according to the existing problems,this paper puts forward some strategies to improve the effectiveness of classroom lead-in,and develops an effective class lead-in reflection table.This paper consists of seven chapters.Chapter one is an introduction.It mainly discusses the research background,together with the current situation of research at home and abroad,and puts forward the problems,research significance and research program.Chapter Two is a theoretical overview of classroom lead-in.It gives a definition of the concept of lead-in by literature method,and brings in the relevant teaching theories(effective teaching theory,constructivism learning theory,meaningful learning theory).On the basis of these theories,it sums up the main part pf the lead-in,and the method of lead-in.Chapter.Three is an investigation and analysis on the present situation and teachers’reflection on lead-in of geography classroom in high school.The survey results show that most front-line geography teachers think highly of the importance of class lead-in so that they have a correct understanding of the lead-in and use them in class frequently.However,the survey also reveals that there are many deficiencies on effective lead-in of senior high school geography teaching,such as the piled-up material of lead-in,the lengthy time during lead-in,the cognitive content,single teaching method,lacking of inspiration in lead-in,etc.Chapter Four is an effectiveness analysis of the geography class lead-in in high school.By observing the lead-in of quality courses,it is found that the effectiveness of the quality of lead-in is as follows:the lead-in of refined;closely linked to the teaching objectives;attention to learning,student oriented;has the characteristics of novelty,intuition and inspiration.The factors that affect the effectiveness of classroom lead-in are teachers’ teaching theory and teaching skills,student learning,textbook content and so on.Chapter Five is the strategy.Aiming at the existing problems,this paper puts forward the strategies to improve the effectiveness of the lead-in in senior high school geography from the three aspects of material selection,presentation and guidance:(1)In material selection,the materials to be concise,timeliness and targeted,the content to be intuitive and true.(2)In the introduction of the presentation,we should enrich the method of lead-in,highlight the geography,to give full play to the advantages of educational technology in improving the effectiveness of classroom lead-in.(3)In the aspect of guidance,pay attention to the creation of the problem situation and create a harmonious classroom atmosphere.Based on the cause of the problem,the paper puts forward some suggestions about how to correctly understand the lead-in of the classroom,strengthen the accumulation of resources,and realize the sharing of resources.Chapter Six the sixth chapter is to improve the effectiveness of lead-in in geography,this chapter designs a teaching reflection record table,and makes an empirical study on the rationality and feasibility of the recording table.Chapter Seven is conclusion and outlook.This part is to summarize the results of this study and to reflect on the limitations and shortcomings of this paper.