Research On The Application Of "6+1" Classroom Mode In Regional Geography Teaching Of High School

The growth of students is the prospect of social development. The students'education has gained increasingly attention from all sectors of society, and how to achieve better education to promote students' development has been the goal of teaching activities. Along with the promotion of quality education, the new curriculum reform is also in full swing. It is a comprehensive reform to free students from the former traditional concepts and to remove obstacles impeding students' ability and ignoring their emotional experience. The geographic discipline reform in high school focuses on the overall quality and systematic geographical knowledge accumulation of students. The teaching objectives are extended to cover three dimensions of knowledge and skills,processes and methods, as well as attitudes and values. The "6 +1" teaching mode is just the product of this reform.The principle of "6 + 1" model is to teach students how to learn. The modelis based on guidance teaching, led by teachers and centered on students. It is classroom teaching method aiming to help students to achieve self-learning ability, cooperation, innovation and the overall quality. The classroom time spent on each step has been adequately prescribed. And teachers and students in the classroom will learn according to choreographed guidance programs and procedures. Meanwhile, it is required in each class that teachers should teach a lesson within 15 minutes and leave the remained time to students. It has fully showed that the class is student-oriented and led by teachers,hoping to develop students' independent learning and exploration potential and teach them to how to learn. Based on the "6 + 1" classroom model theory, and combined with regional geography teaching practice in high school, the paper has studied the application of "6+1" classroom mode in geography class in high school by using literature data and investigation methods.The first part introduces the background and significance of this topic. After a literature analysis, a conclusion has been given to the previous geography teaching patterns in high school, having demonstrated the theoretical and practical significance of the research of this paper. Besides, the research methods and technical route of this article have also been introduced.The second part is a brief introduction of the "6 + 1" mode and the regional geography teaching in high school, having proposed the theoretical application basis of"6 + 1" classroom teaching mode in regional geography teaching of high schoolThe third part is the experimental investigation on the practice effect of "6 + 1"classroom teaching in regional geography teaching of high school. A combination of quantitative and qualitative analysis method is used in this part. An academic performance statistical analysis has been made between experimental class and contrasting class to understand the impact of the model on students' learning results.Meanwhile, the a survey has been made on students in experimental class before and after the implementation of the mode to understand students' learning attitude and interest in geography, learning efficiency, learning habits and changes in their abilities. Besides,interviews have been made on some students and teachers to learn about their opinions and suggestions about the teaching mode. The research evaluation of teaching effect has not only concerned about the results of students' learning performance, but has paid more attention to students' sense of cooperation and exchanges in the learning process, as well as independent thinking and the thinking development changes.The fourth part is about the data analysis and data summary of the research, which has concluded the practical value, existing problems and improvements of the application of "6 + 1" mode in regional geography teaching of high school.The fifth part is a summary of the research topic and the limitations of the research.Besides, it also proposes to enrich and improve the shortcomings in future studies.