The Application Of The Enlightenment Eight-ring Teaching Method In Geography Teaching In High School

Basic Education Curriculum Reform pointed out that teaching should be changed to the way of the students increase their awareness of exploration and the ability of self-cultivate. Therefore, we should change the traditional teaching methods. We should make the teachers become students' enlightenment in order to guide students to actively participate in classroom teaching activities. This makes heuristic teaching attract more and more people's attention. Geography dual subject property natural sciences and social sciences. It is closely related to people's lives, but in the traditional teaching methods, geography teaching focus on improving students' achievement excessively, and neglect the cultivation of students' ability as well as the promotion of consciousness-exploring. Therefore, the researching on the methods of teaching high school geography become imperative.In the context of the new curriculum, Taishan High School integrating to bringing in and going out. It combined with out from school teaching reality, on the basic of elicitation teaching methods. It came out the eight-step teaching method for inducing thinking(ETMIT), which is one kind of elicitation teaching method. Currently, this method showed a positive functions. It works on the aspects of increasing students' learning abilities and initiative. But applied research in geography teaching is still inadequate, there is no diversified thesis object to eight-ring induction thinking pedagogy.Combining the basic education reform, based on the geographical curriculum standards, through the way of scientific experiments, this thesis subjecting to the study of ETMIT use in high school teaching. First, it introduced the ETMIT basic models and theoretical basis. Secondly, it bound characteristics and geography curriculum standards and learning situation, it described the eight applications and qualified with cases in teaching process. Furthermore, it compared the experiments and the side effects induced on the application questionnaire ETMIT tests before and after. Finally, it based on interviews with teachers and post-test questionnaires, point out the shortcomings of ETMIT, and proposed improvements.From the research results, here lists the following conclusions:1. Trying to use ETMIT in geography teaching. Combine of students' interest and use the map to create the problem situation to Induce students to think actively and inquiry independent. Explore aspects of cooperation should be based on the characteristics of teachers to choose teaching content to explore ways, guide students' cooperative and train students'ability. Teachers should be pay attention to the key difficult s and be succinctly. In knowledge construction areas and be based on the characteristics of geographical knowledge and teaching content guiding students to choose the appropriate method of construction of knowledge and reflect on geographical knowledge. what's more, teachers should make the training method diversity and focus on the reflective of the students. In expanding link, teacher can combine life experience and academic knowledge to complete the extend. Through eight link layers clasp, to achieve the goal of inducing thought and make the classroom teachers and students to participate in the classroom, as well as carry out the teaching goal finally.2.ETMIT's effect is better than traditional teaching pedagogy. After the implementation of ETMIT, experimental class's fraction is 5 higher than the control class. The proportion of students interested in geography increased by 33.84%.93.65% of the students think that their ability to proactively identify problems and sense of exploration than previously has been enhanced; 63.49% of the students thought that the eight-ring induction teaching skills provided help.61.90% of students who carry with different views against others will stick to their point of view. The proportion of students like open questions improved by 51.64%.77.78% of the students believe that relationship between students and teachers became more harmonious, which is improved by 52.29% than the pre-test questionnaire. That indicates that the lure ETMIT can improve students' score, increase interests in learning, enhance the sense of exploration, cultivate students' thinking skills and the make a harmonious relationship between teachers and students. It is more effective than traditional teaching method.3.Conceptual knowledge and procedural knowledge of Geography is more suitable for ETMIT.63.29% of students like to explore the rational knowledge and 8 geography teachers believe the learning of conceptual and procedural knowledge coincide with ETMIT, They help to extend the eight processes of this method. This shows that conceptual knowledge and procedural knowledge of geography to lure eight Central Teaching thinking more applicable.4.The eight-ring induction thinking pedagogy has disadvantages in the geography teaching geography with perceptual knowledge and declarative knowledge communicability. Teachers lack of skills in guiding students' thinking, exploring links, immobilization of time allocation the. For that defects, firstly, teachers should based on the types of knowledge from geography book, use the teaching methods flexibility, Such as adopt the method of teaching-learning-read the declarative knowledge directly. Secondly, Through the communication, lectures, training, etc. to enrich teachers' professional knowledge, improve teaching organization control ability. AT last, the teachers should accord to the characteristics of different class type and arrange the time of each section reasonable.