Study On Current Efficacy Of Classroom Lead-in For High School Geography And The Construction Of Evaluation System

As a major strategic decision to comprehensively improve the quality of the people and enhance the overall national strength,the curriculum reform of elementary education is centered on classroom teaching reform.Classroom lead-in is a primary task of utmost importance in classroom teaching,whose efficacy thus not only affects the overall realization of effective teaching,but also serves as an important component of research on classroom teaching reform.Thus,the study on lead-in efficacy is of important theoretical and practical significance.Yet,the author has noticed that the effective lead-in of high school geography has not received enough attention in the teaching experiences of education internships and as a substitute teacher.Many aspects are relatively arbitrary including the lead-in method,material selection and time setting,and thus the efficacy of this primary and important part of classroom teaching is not scientifically and fully unleashed.On the contrary,it becomes a rather weak part in classroom teaching,thus affecting the overall effect of the teaching.Through relevant investigation,research and analysis,this thesis reveals the status quo and problems of lead-in efficacy for current high school geography classes.After further analysis,the thesis considers the lack of reliable evaluation system for classroom lead-in efficacy as the main cause of the problems.Thus,in line with the requirement of new course concept,this thesis adopts the expert evaluation method to design an evaluation system for lead-in in geography classrooms and apply it to classroom teaching through my teaching experience and front-line teachers'.During its use,both advantages and disadvantages were found in the evaluation system.Based on feedback information,the author again perfected and designed the system to make it more scientific and credible,which serves as a reference basis for future designs of class lead-in.In the final part,based on the evaluation system for lead-in efficacy in high school geography classrooms,this thesis proposes the measures to improve its efficacy in terms of the implementation principle of classroom lead-in.Based on the theoretical background of new course concept and effective teaching theory,this thesis is mainly centered on the status quo and existing problems of classroom lead-in for high school geography classes,as well as the construction of its evaluation system,mainly adopting the research method of literature reviewing and questionnaires.The thesis is divided into six parts.As introduction,the first part mainly briefs the readers on the research background centered on new curriculum reform and effective teaching,clarifies the purpose and significance of this thesis and introduces the status quo of domestic and foreign studies,along with the research method and ideas in this thesis.The second part includes the concept of classroom lead-in and its theoretical basis.This part clearly defines the concepts of classroom lead-in and efficacy of geography classroom lead-in and takes effective teaching theory,advanced organizer theory and constructivism as the theoretical grounds of this thesis.The third part is mainly an analysis and study on the current situation of classroom lead-in in high school geography classes.Through a comprehensive analysis of questionnaire results,this thesis points out the current advantage of the diverse lead-in methods including the full use of multi-media and the convergence of learned and unlearned knowledge.Yet,a series of problems still exist,including the imbalance between the awareness of the importance of classroom lead-in and the practical implementation,short lead-in length,inconsistency between teachers' commonly-used method and students' taste,lack of innovation,etc.Meanwhile,this part reveals that the main cause of these problems is lack of scientific and reliable evaluation system.Based on the new course concept,the fourth part adopts the expert evaluation method to design an evaluation system for lead-in in geography classrooms and apply it to classroom teaching.The system is further perfected after receiving feedback on its problems.Based on the evaluation system for lead-in efficacy in high school geography classrooms,the fifth part proposes four practical ideas and solutions to improve its efficacy in line with the implementation principle of class lead-in,including optimizing teacher-student dialogue,emphasizing scenario creation,fully adopting educational technology and getting closer to daily life.As the conclusion,the sixth part provides a comprehensive summary for the thesis.