Research On Place Name Teaching Strategies In Geography Teaching In Middle Schools

With the development of the times,today's society requires nationals to have a scientific understanding of the harmonious development of population,resources and environment,and can gradually establish the concept of sustainable development in the course of practice,in view of geography is a key study of geographical environment and the relationship between man and nature,so geography education in improving the overall quality of contemporary people has a unique and important role.As a basic part of the geography of geographical names,due to the formation and development of the process,the integration of the natural environment,socio-economic and human relations and other aspects of the characteristics,so to strengthen the secondary school geography classroom knowledge to explain,you can give full play to geography The value of education,training and improve students to better become a modern national comprehensive ability for students to successfully enter the community in the future to lay a solid foundation.However,in today's geography class,the teaching of place names has been placed in the neglect of teachers,although it will emphasize the student's memory names,but mostly as a subsidiary of other geographical knowledge,not the knowledge of the names into the content of the study,So that students can not really understand the meaning of place names and become mechanical recite place names,which not only buried the name of teaching in improving the overall quality of the value of students,but also restricts the further development of geography education.Therefore,it is very important to strengthen the importance of geography teaching in middle school,and then to effectively and rationally penetrate the knowledge of geographical names in the geography classroom.In view of this,this paper aims to improve the teaching quality of teachers' names by means of in-depth analysis and inquiry,and provide practical theoretical guidance for the teaching of toponyms.This paper is based on the methods of comprehensive literature,investigation,interview and so on.By consulting the information,it is understood that the research on the teaching of toponyms at home and abroad is still in the initial stage,and there is no complete research framework and research system.Based on the present situation of this study,this paper investigates the present situation of the teaching of geographical names in the geography classroom with the guidance of constructivism learning theory,meaningful learning theory and humanistic learning theory.The survey found that the current geography teaching in the middle school is not paid much attention,and the reason is not only related to the teacher's teaching consciousness,teaching strategy,teaching ability and so on,but also with the students' enthusiasm for the study of the place name And so on.In addition,deep-rooted examination-oriented education and parent attitudes towards student learning are also important external factors influencing geography teaching in geography class.This paper puts forward the relevant strategies to implement the teaching of toponymy in the teaching of geographical names in middle school geography teaching.For teachers,we should pay attention to the teaching of geographical names andimprove the awareness of geographical names.By creating certain names teaching situation,Skills,to enhance the understanding of the names of students to understand;for students,the daily life to strengthen the knowledge of the name of the reserves,and to take a certain place name learning strategies to remember the relevant names;for the social environment,to create a suitable place for learning of the atmosphere,at the same time to rational arrangement of teaching materials in the names,of course,more important is to spare no effort to strengthen the development of toponymic curriculum resources for teachers and students to choose.