A Study On The Effect Of Geography Teaching In Senior High School Under The New Curriculum Reform

A new round of high school geography curriculum standards reform proposed to cultivate a knowledgeable,with family feelings and the world look at local,national and global geographical issues and sustainable development concept of citizens,which requires students to use geography to understand the analysis Problem,put forward their own views on the geographical issues of life,take the initiative to pay attention to the local,national,the world is taking place in the geographical phenomenon,the goal of the need to achieve geography classroom teaching changes.The purpose of this thesis is to enrich and perfect the theory of empirical teaching in theory,and to analyze the empirical teaching through the case study of typical empirical teaching,whether the empirical teaching can reach the students in a short period of time to master the geographical knowledge,the geographical knowledge of the flexible use of migration In the interpretation,to solve the geographical phenomenon of life,geographical problems,take the initiative to discover,explore the geographical issues,the geographical issues can put forward their own views and say the reasons for supporting the reasons.Based on this purpose,this paper takes the teaching content of global climate change in high school geography as the object of analysis,and adopts the literature method,quasi-experimental research method and semi-structured interview method from the students' learning ability,learning interest,learning attitude and so on.The results show that the teaching effect of the empirical teaching is better than that of the traditional teaching,especially when it is applied to the key class,and the effect is more obvious.The empirical teaching can not only apply the knowledge transfer in the geography classroom Life,effectively enhance the students' speculative ability and learning interest,but also to promote the rapid growth of young geography teachers.Another study also found that in the implementation of empirical teaching should be combined with the wishes of students,so that all students are involved in the process of empirical teaching.