Primary And High School Geography Teaching Convergence Research

Education convergence problems arise since grade education has been in existence, the issue of universal concern the majority of educators in different disciplines, different stages of the convergence conditions are not the same, and junior geography and senior high school geography belong obligations and non-compulsory, so the interface between geography teaching in middle school and high school stage is more prominent, has always been the focus of attention of geography educators.Affected the academic and examination system, most of the junior high schools are no longer open the geography after geography attainment level examinations,so there has been a blank year of learning geography, causing students to junior high school geography weak knowledge base; but high school reopen geography curriculum, so students almost "zero-based".High school to the requirement of geographical thought and geographical shills improve, and high schools first opened strong theoretical and difficult part of the natural geography curriculum,causing students generally reflect geography difficult to learn, even generate fear geographical phenomenon, resulting in middle and high school geography teaching non-convergence phenomenon.The paper from the perspective of the practice, under the background of the curriculum standards, through literature analysis, questionnaire, case analysis and other studies to analyze the current situation and the reasons for middle and high school geography teaching convergence,based on this, advances can effectively promote the high school geography teaching in the strategy.The paper is divided into five parts, the first part is the review part, mainly introuced middle and high school geography teaching convergence background, significance, research status, to determine the main content of this paper on this article. The second part is the basic research part,primarily defines the concept of middle and high school geography teaching convergence and explores systems theory, cognitive development theory, constructivism, guidance zone of proximal development, geography teaching theory and so on guiding significance of middle and high school geography teaching convergence. The third part is the status of the investigation and cause analysis, mainly through the questionnaire on middle and high school geography teacher's basic situation, using teaching methods, Learning, the convergence of awareness of the status quo at the beginning of high school geography teaching convergence were analyzed by questionnaire survey, in the exam system, middle and high school teacher exchanges, student thinking development, curriculum standards, teaching content analysis of the causes of middleand high school geography teaching convergence problems arise. The fourth part is a strategic part of the analysis of the problem of convergence of geography teaching middle and high school on the basis of relevant theories and under the guidance of the proposed curriculum standards convergence of different policies for different groups, one is a research method teaching high school teachers' attention, make effective connection, the second is the department of education and teaching and research section for the effective cohesion. The fifth part is teaching cases, according to the early part of the geography teaching convergence requirements,combined with convergence of content and convergence strategies mentioned in the text, select a teaching case, using the case for convergence strategies. Finally, the article has carried on the summary, and points out the shortage of the paper to be content and direction of further research.