A Variant Teaching Strategy And Application Case Study In The Third Year Of Geography Review Class

The development of the times and the change affects the education reform, the era of knowledge economy gives the tasks and requirements of the new high school geography education. The new curriculum reform advocates quality education, innovation education, emphasizes the subjectivity of the students, pays attention to students' inquiry consciousness and practice ability. Under the background of curriculum reform, the new geography curriculum standard proposed the concept of the new curriculum:future citizens with the necessary geographic literacy training, and at the same time stressed that the citizens in understanding, mastering and application of essential knowledge of geography based on, attention should be paid on Geography Inquiry, advocated autonomy, cooperation and inquiry learning, in order to active students thought, stimulate their creative consciousness and the spirit of innovation, and meet the students of different learning needs. In order to practice these ideas, teachers have to renew the teaching ideas and methods, in the teaching, pay attention to play the subjectivity of students, appropriate to guide students to think independently, inquiry and problem solving, effective implementation of geography teaching. Middle school geography review class teaching as a part of the geography education in high school, by the influence of curriculum reform and the new curriculum concept, but it is also affected by the pressure of the college entrance examination, the teaching task heavy, less class time and other factors constraints, classroom teaching often lack the vitality, The teacher explained the whole church, passive acceptance of students, the idea of the new curriculum reform it is difficult to truly implement. How to make the geography review teaching practice of the new curriculum ideas, and to achieve effective teaching is the urgent need to explore the issue.Therefore, the study of variant teaching strategies can provide some theoretical guidance for the teaching of geography revision in senior high school, and then improve the teaching efficiency.The methods of questionnaire survey, literature content analysis, interview and experiment research are used in this paper. First of all,It make the status quo of variant teaching at home and abroad explicit to combs the related literature of variant teaching and the geographic variant teaching in this paper; The paper defines the variant,the variant teaching, strategy and the teaching strategies; At the same time The paper expounds five major theoretical foundations of variant teaching. Secondly, investigated the geography learning situation of senior three Students in the Changji' second middle school of Xinjiang and the The implementation of variant teaching; Analysis geography learning situation of students and The implementation of variant teaching and existing problems, which show it is necessary to research the strategy of variant teaching. In geography review lesson, combined with my own practice in the teaching of senior school, at different stages of the review, Proposed the strategy system of variant teaching from different angles, and shows the application of strategies in the form of case. The third, the paper puts forward the six principles of the implementation of the variant teaching. In order to make up for the deficiency of case, the paper designed the design of the whole teaching content based on the variant teaching strategy, which provides a reference for the variant teaching strategies'implementation. Finally, empirical study proves the effectiveness of the variant teaching strategy.The purpose is to provide theoretical guidance for the effective teaching of geography review lesson, let students get rid of the method of doing a lot of exercises, change from passive learning to active thinking, and enhance the ability to solve problems, to achieve effective Pro forma.The conclusions of this paper are as follows:(1) Variant teaching has a solid theoretical foundation and its application accord with the concept of new curriculum reform. In this paper, through the analysis of geography teaching under the background of new curriculum's requirements and tasks, the basic education theory of the teaching and the definition of variant teaching to pinpoint the practice of variant teaching has theoretical foundation and meet the need of teaching in the new curriculum reform.(2) In the teaching of geography review, the problems are lacking the cultivation of students' subjectivity and thinking ability, the application of variable teaching is too limited, lacking of strategic guidance, review efficiency needs to be improved. This paper in the form of questionnaire and interview to understand the situation and the real needs of the senior students in high school geography review and teachers' attitude for the variable type teaching to further confirm the variant teaching can meet the review demand in senior high students in geographic review class. It can stimulate the students' learning interest, cultivate the subject consciousness, enhance the ability of thinking to achieve more effective middle school preparation. At the same time, the teachers using the map only to help students overcome the difficulty is too limited, The design of the variant teaching lack of strategy guidance.(3) From different angles, the author constructed the strategy of variable design and implementation of three major stages in the senior high school geography review class. In the first stage, the author proposed five variable methods that is connotation and denotation, commonness and characteristics, deduction and induction, contrast and comparison, thought and method. At the same time, the author also established a strategy system in the second and the third stage. Aimed at every strategy, the author specific cases for geography review and take the "Uneven and cause atmospheric movement" as an example to design the teaching process and provide the reference for the application of strategy.(4) The experimental study proves that the implementation of the variable teaching strategy can improve the students' geographical performance and the efficiency of the review. In this paper, through the analysis of the teaching process in the classroom testing and simulation test, we found that the scores of the experimental class is much higher than that of the control class, which indicates that the application of teaching strategies can enhance the ability of analyzing and solving geographic problems for students. At the same time, the adoption of the variant strategy and the development of the teaching in high school geography teaching should be targeted and different. In the process of review, according to different learning conditions and learning content, appropriate strategies should be taken and should not fall into the misunderstanding that "everything is changing".