Research On Situational Teaching High School Geography Curriculum Of Situation And Countermeasures

The improvement of teaching methods is not noly the key to improve the quality of education,but only an important factor in the education reform.With the further development of education reform,the transformation of situational teaching has increasingly become main issues of education reform.New perspevtives and problem domains in the areas of geography situation have emerged in which the promotion of education reform and development of geography.however,the reform of situational teaching can't proceed smoothly in the education system which has become a problem that needed to be solved.Obviously,The contradiction between instrumental rationality and value rationality in the process of teaching is being hampered teaching reform.There exists some problems in the teaching process of geographical teaching situation,which stand for similar phenomenon in the educational reform.and it derives mostly from consciousness of reform,policies,school management.In terms of methods of ethnography and numerous first-hand materials,the situational teaching about geography teachers of high school in the grass-roots can be described.By means of “omniperspective”,the situational teaching of geography teachers has been conducted.The current situation can not be effectively carried out,it reflected,Which is from high school geography teaching situation in the grass-roots.After describing the real teaching scenes from high school geography teaching situation,as well as interviewing between managers and teachers.the paper begin to discuss the reasons why high school geography teaching situation cannot be on and factors that developing effectively situational teaching.By analyzing influencial factors,the author puts forward strategies about improving high school geography teaching situation.The basic contents of this paper are as follows:The Introduction considers the research backgrounds,we can discuss some problems on the theoretical and practical significance about situational teaching geography in high school.Based on the analysis and discuss of the existing materials,the author comes up with themes on the decline of situational teaching geography in high school and discusses thoughts and methods of ethnography research.The paper defines the core concepts,theoretical basis of high school geography teaching situation and its declines,then explains the critical point and difficult point.Chapter One,Yc middle school carries out the background and present situation of geographical situation teaching.intends to study the situational teaching that doesn't starting,Instead of implement,the situational teaching adopt the method of examination-oriented,which are composed of situational teaching elements in the Yc middle school.This part focus on a real description of high school geography teaching situation on the current status of the researches.It contains background on developing situational teaching,scenes and feeling of situational teaching.Chapter Two,the misunderstanding of the perceive fuzzy of the curriculum of high school geography curriculum.About the knowledge of education reform,the relationship between traditional teaching and thesituation of teaching and the cognitive problem description of situation teaching itself,and analyzes its reasons and influencing factors.Chapter Three,The lack of guarantees in the reform of high school geography curriculum.This chapter describes the four dimensions of lack of institutional guarantee,lack of professional guidance training,lack of teaching support and lack of effective communication evaluation,and analyze the influencing factors.Chapter Four,The performance of the high school geography curriculum is power off.This chapter from the school and the education reform to humanistic management,lack of school curriculum leadership,in order to "mianzi" teaching reform,the college entrance examination evaluation mechanism,etc were described,and analyzed the influence factors.Chapter Five Based on the teaching reform Angle of high school geography situation teaching change counter measures.Based on the result of the above analysis,the research covers the corresponding strategies to carry out situational teaching and develop the teaching reform:redefining of education reform,providing guarantee of education reform and humanistic school management,Contextualise the background of geographyChapter Six is part of reflections and suggestions.following this reflections: the failings on reforms of high school geography teaching situation,the using of research process and research methods,researcher's growth and change in the study,the gain and loss for self-reflection and the quality of research.What's more,puts forward some suggestions for situational teaching and education reform on the basis of the dissipative structure.