Practical Research On The Teaching Of Geographical Differences In Junior High Schools

With the advancement of the society, more and more attention has been paid to the importance of diversified talents. And with it education then has been endowed with the personalized features. In the face of this change, the society also calls for people to cultivate diversified talents. As there are no two identical leaves in the world, each of us is different, which is the same as the students. Each student is a potential genius, and the key to cultivation of them lies in the teachers’search. Differentiated teaching provides a new teaching method for teachers, which requires teachers to achieve the education equality and make students develop fully and freely. At present, differentiated teaching in geography teaching is still in the exploratory stage and the research on it is of significant importance for implementing the education idea, enforcement of quality education and carrying out effective geographical teaching of junior high school.Through reading considerable literature reviews and the research from abroad and home on reflection the existing problems in the differentiated teaching, the author selects junior high school geography of Xiang version, which leads to the innovation points of this thesis. Based on the related literature analysis and the theory of Multiple Intelligence, Objective Taxonomy, Mastery Learning Theory, the four theory of Zone of the Proximal Development as the instruction, this research attempts to select Class Three of Grade Seven as the sample, through independent large sample test and the questionnaire survey to get first-hand materials, and to use a combination of quantitative and qualitative analysis to evaluate the result of the junior high school geographical differentiated teaching practice, and to improve the teaching strategies of the differentiated teaching.This thesis conducts a comprehensive analysis and research on geographical differentiated teaching practice of junior high school, which is mainly analyzed from the following three aspects:Firstly, this thesis explores the geographical differentiated teaching strategies of junior high school. Through the teaching practice in practice school, consulting information, contrast reflection and practice research, the author of this article makes a summary of the differentiated teaching strategies from three aspects of the teaching design, classroom teaching and teaching management, which provides the effective guidance for the implementation of the geographical differentiated teaching.Secondly, this thesis makes the geographical differentiated teaching practice in junior high school. This thesis emphasizes differentiated teaching practice through some typical cases of junior high school geographical teaching. It firstly selects Asia as the differentiated teaching tutorials in order to make students be familiar with the differentiated teaching mode as soon as possible, and then it analyses West Asia and Japan as the typical cases from large scale to small scale to make the research on the differentiated teaching practice.Thirdly, this thesis analyses the results of the differentiated teaching practice. At first, this research evaluates the experimental results of the experimental class and the control class in the twice monthly tests of this semester of the whole school. In order to ensure the scientificity of the experimental results, this research adds the parallel Class Six of Grade Seven to make a comparison. Through independent large sample test analysis, this research draws a conclusion that the differentiated teaching helps students improve their geographical grades. Moreover, questionnaire survey analysis is made from the four aspects of the acceptance, recognition, operability, the gains of students. Software Excel is applied to analyze statistical data, the relevant charts are drawn intuitively. Those find that it is quite necessary to implement the geographical differentiated teaching of the junior high school and the geographical differentiated teaching has the obvious effect of promoting the geography learning.Through the practice research and the combination of all the activities, the author once indicates the differentiated teaching is feasible in junior high school geography teaching, which plays an promoting role in teaching:Firstly, highlighting the students’ dominant role and the liberation of teachers; Secondly, improving the efficiency of students’ learning and changing students’ learning status; Thirdly, stimulating classroom atmosphere and presenting efficient lessons; Fourth, exploring the teaching strategies of geographical differentiated teaching and guiding the teaching practice. In conclusion, differentiated teaching of junior high school is a new development orientation of geographical discipline in the compulsory education stage. The educators and researchers are going to struggle for a long-term battle and gradually expand the scope of practice teaching to improve the geographic differentiated teaching in the long run.