Research On The Geography Situational Teaching Design Of Junior Middle School

With the deepening development of junior middle school geography curriculum reform and the promotion of geography status,how to change the teaching situation of junior middle school geography and make geography teaching more suitable for students' core literacy training is becoming more and more important.The teaching situation is an important factor in the process of students' learning.Almost all teaching activities are inseparable from the teaching situation.It is of great significance for teachers to create appropriate teaching situation in classroom teaching.Situational teaching is conducive to students to internalize the geographical knowledge,improve the efficiency of learning;is conducive to the implementation of geography curriculum standards,implement the new curriculum concept;is conducive to professional development of teachers,improve teaching quality.In the background of the reform of curriculum reform,the author thinks that situational teaching is more suitable for the cognitive law and psychological development of junior high school students through the relevant literature and practice investigation.If the context of teaching effective use of junior high school geography classroom teaching,to stimulate students' interest in learning,inspire students to actively think and improve the quality of teaching.Therefore,I try to study and practice the design of junior high school geography context.This paper mainly uses literature research method,questionnaire survey method,statistical analysis method,experimental method and observation method and other methods to study.Firstly,the background,significance,ideas and methods of the research are discussed and analyzed.Secondly,the concept of situation and situational teaching is defined,and the relevant theoretical basis is put forward and the research status at home and abroad is studied.Thirdly,by reading a large number of literature,thequestionnaire of investigation on the junior middle school geography teachers was used to carry out,and the present situation of the implementation of situational teaching in the junior middle school was analyzed.Fourthly,according to the existing problems in the investigation,The design principles,methods and typical cases of the design are present.Fifthly,Kaifeng City,646 middle school students as the object of study,through the junior middle school geography classroom in the context of teaching experiments to test the effectiveness of the proposed strategy;Summed up the implementation of the situation teaching,design and effectiveness of the three conclusions,and innovation and shortcomings to explain.Through the survey and analysis of the present situation of situational geography teaching of junior middle school,the following problems are found:(1)The attitudes of minority teachers to situational teaching do not match the teaching behavior;(2)Geographical situation teaching implementation quality is not high enough.Teachers are not clear enough about the purpose of situational teaching;the content of situational instruction is not comprehensive;the situation is more time for the introduction of new courses;(3)Teaching style design type is relatively simple.The main reasons for the existence of these problems,including the impact of situational education by the examination,a small number of teachers' situational teaching capacity is not high,a small number of teachers' classroom management capacity is not strong and the restrictions on teaching conditions.On the basis of the investigation,some implementation strategies are put forward according to the problems.The design of situational teaching should follow the principles of science,the principle of inspiration,the principle of life,the principle of image and the principle of subjectivity;changing the teaching idea of teachers;creating a harmonious teaching environment;creating a reasonable teaching situation;And acting "China's administrative divisions" as an example of case design,and then taking an experimental study on situational teaching in the eighth grade of Kaifeng Six-Four-Six Middle School.Through the teaching experiment,the horizontal and horizontal comparison of the final results of the control group and the experimental group,the follow-up observation of the teaching process and the interview analysis of the students' geography were found,and it was found that the implementation of the situation teaching in the junior middle school classroom had some effect.Mainly in the following areas: to help students to enhance the interest of geography;it is conducive to active classroom atmosphere so that the classroom environment is more free,democratic and harmonious;it is conducive to strengthening teachers and students' interaction,common growth,the establishment of harmonious teacher-student relationship;to help improving students' achievement.The main conclusions of this paper are as follows:(1)The present situation of the teaching of geographical situation needs to be further improved;(2)The strategy of geographical situation teaching design is put forward;(3)The teaching experiment of geographical situation is better.Therefore,the implementation of situational teaching in the junior middle school geography classroom is an effective way to improve the current situation of junior middle school geography teaching and carry out quality education.The innovation of this research lies in the investigation of the status quo of the situation teaching of junior middle school geography teachers in some provinces and autonomous regions of our country,and puts forward the situation teaching design strategy according to the existing problems.Then the experiment is carried out in the eighth grade of Kaifeng Sixty-four Middle School Research,testing the effectiveness of geographical situation teaching.