Research On Geography Teaching Strategies Of Junior Middle School Based On Knowledge Classification

With the development of society in the twenty-first century,the requirement for talent is getting higher and higher and the talents need to have the characteristics of all-round development and independent personality.All-round development of people equip all kind of qualities,and geographical literacy is one of them.Therefore,geography education should be taken seriously.However,lacking of emphasis on the junior high school geography education causes the dilemma of the education.Therefore,this paper studies the junior middle school geographical teaching strategy based on knowledge classification,which has certain practical significance and reference values.This thesis can provide a theoretical basis for junior high school geography teaching,intending to improve the effect of junior high school geography teaching,helping students form the correct geographical thinking and improving the professional qualities of the geographical specialists.By using literature research,questionnaire survey,classroom observation and empirical summary of the four methods,as well as qualitative analysis and quantitative analysis,the thesis aims at combining the classification of geographical with of the classification of geographical teaching strategies.In the preparation of process,the paper has absorbed the literature research method to analyses overseas and domestic research of knowledge classification and teaching strategy,as well as relevant education theories,hoping to provides some guidance for the writing.Through the observation of classroom teaching and the contact with students,the paper reveals that there are many issues in geography teaching in junior high school.Therefore,the purpose of this paper is,to understand the situation of geography learning in middle school students and analyze the problems in geography teaching with the methods of questionnaire survey.In addition,under the support of the relevant educational theory,the thesis is going to combine with the characteristics of geography and puts forward specific teaching strategies for concrete type of geographical knowledge.The main conclusions are as follows:(1)Junior high school geography knowledge can be divided into geographical perceptual knowledge and geographical rational knowledge.Geographical perceptual knowledge includes geographical name,geographic data,geographical landscape,geographical distribution and geographical evolution.Geographical rational knowledge includes geographical concept,geographical characteristics,geographical law and geographical origin.(2)Through a questionnaire survey of students and teachers,this paper acknowledges the present situation of junior high school geography teaching,finding that the main problems exist in the teaching are as follows.Teachers are not dependable in handling relevant knowledge as people already expect.Teachers attach much importance to knowledge but pay less attention to the students' interest cultivation.Teachers simply concern about teaching but neglect students' expression in the classroom.Teachers think highly of knowledge teaching instead of contacting life.Teachers focus on classroom teaching and lack of outdoor teaching.(3)This paper sorts out all the knowledge of the geography of grade seven of People Education Press.At the same time,it puts forward the corresponding teaching strategies according to the geographical perceptual knowledge and the rational knowledge of geography.