Research On The Breakthrough Of Teaching Difficulties In High School Geography

The advance of new college entrance examination pattern makes students have the initiative on choosing subjects of college entrance examination.And the geographical discipline attracts more and more students to choose because of its unique charm.With the number of students who chooses geography gets increasing,the competition of this discipline has become especially fierce.Therefore,the scores of geographical are directly related to whether students can have advantage in college entrance examination.The teaching of difficulties in high school geography education directly influences students' geographical scores,and it is easily to tend the score polarized when it is not properly handled.Especially on the teaching of High school Geographic Required 1,this textbook involves the geographical knowledge which has strong spatiality and logicality,and it can become to the difficulties easily.Handling the teaching difficulties in Required 1 effectively not only improves students' scores but also helps students to improve the geographical thinking ability,and lays a consolidate foundation for the following learning of humanistic geography and regional geography in the long run.However,there still exists deficiencies in the teaching difficulties breaking through in high school geography education because of the subjectivity of teaching difficulties.Only by understanding the differences and improving it targeted can we truly achieve the breakthrough of teaching difficulties,thus improving their geographical knowledge structure and geographical thinking ability.Therefore,it is particularly meaningful to research on the teaching difficulties of high school geography teaching.This paper guided by the the rule of differences in students' individual development,self-efficacy theory and cognitivism,mainly uses documentation,questionnaires,classroom observation and interview to carry out the research.the thesis takes the Ordinary High School Curriculum Standard Experiment Textbook Geography(Compulsory)Book 1 as an example,analyzes the current situation of the teaching difficulties in high school geographyand puts forward the principles and effective strategies of breaking through teaching difficulties.The study is divided into six parts:The first part is the preface.It mainly includes the background,purpose,significance,the status of the research and research methods.The second part is the overviews of breaking through teaching difficulties.It includes defining teaching difficulties by distinguishing geographical teaching difficulty from general teaching difficulty and geographical teaching importance,explicating the necessity of breaking through teaching difficulties and the bases of this research.The third part analyzes the the current situation of high school geography teaching difficulties breakthrough,the problems and their causes by analyzing the collected data of questionnaires,the classroom observation and interview.The forth part proposes teaching principles and teaching strategies about how to break through teaching difficulties.The fifth part based on the facts of teaching,conducts the teaching design by taking the The Movement of The Earth(The Second Period)as an example.The sixth part is the important conclusion,which also points out the shortcomings and the future research direction of this research.