Variant Teaching Design Of Middle School Geography Based On Marton's Phenomenongraphy

In order to meet the needs of social development,to meet the challenges of the information age.In the middle school geography teaching,to cultivate students' geographical quality,pay attention to students have to adapt to lifelong developent and social needs of quality.But the traditional teaching model still occupies a large proportion in the teaching,the teaching process is still the main teaching of teachers,ignoring the process of student learning,this teaching can not help students to establish a good learning habits,especially for the geographical learning,can not train students to form the future of the necessary geographical qualities of citizens.Therefore,in the teaching of geography classroom,in order to strengthen the classroom teaching innovation,to achieve the teacher teaching methods and student learning methods change,in the learning process interspersed with cooperation,explore and other teaching activities,training students to develop,analyze and solve the problem ability to improve students' interest in learning geography,and further improve the quality of teaching.The author uses the Marton's Phenomenongraphy schema theory to carry on the geography teaching design,helps the student to form the geography core accomplishment.On the basis of educational practice,this paper mainly uses the Marton's Phenomenongraphy schema theory,combined with other educational theories,such as Ausubel's meaningful learning theory,Vygotsky's recent development area theory and Piaget's Cognitive development theory.On the basis of the theory of geography knowledge of the middle school variant design.In the teaching process,the main use of conceptual change teaching and process variant teaching two ways to design the teaching process.With the help of contextual transformation,such as providing in kind,fact or case,etc.,to help students in the specific situation to master the geographical knowledge;Or,in the teaching design,transform the perspective of geographical things,from the perspective of spatial variability to solve teachingdifficulties.Or by means of graphic conversion,such as the text into a picture,you can give students an intuitive diagram,so that students form a specific geographical representation.Students can focus on the study of the characteristics of geographical things,is conducive to students to identify geographical things,in order to achieve effective geographical learning.There is a clear understanding of the concept of geography,identification of the concept of extension and connotation.In the teaching process,pay attention to cultivate students' geographical thinking,spatial ability,so that students look at the issue with the development of the problem.In the teaching practice,the author takes the middle part of the high school geography compulsory part of the textbook as an example,in detail the use of Marton's Phenomenongraphy schema design variant of the teaching process.Variant teaching design,including: the introduction of the situation,the new lesson to explain the process,to consolidate the upgrade and class exercises and other links.Especially in the new course to explain the process,pay attention to the variant teaching design,make full use of theoretical knowledge design teaching process to help students identify the content of learning,the formation of a scientific geographical knowledge system.After the author in the Shandong Normal University secondary school for variant teaching practice,found that the appropriate variant of teaching,can help students to make meaningful learning,the establishment of new and old knowledge between the links.Through the data analysis,we can see that the experimental group's performance is more significant,fully verified the combination of Marton's Phenomenongraphy schema theory of variant teaching design is feasible and effective.As the author has limited experience in teaching,only in the version of the book must be a teaching design.There are shortcomings in the paper,hope that the future study to be corrected and make up.