The Feature Of Exemplary Geography Lessons In Senior High School

Geography education in the middle school has entered the era of “key competences”.How to cultivate and develop students' geographical key competences is an urgent problem to be solved in the current geography education of senior high school.High quality and effective classroom teaching is the most effective way to develop students' key competences.In this study,eight geography lessons in senior high school was selected from the National Geography Teaching Research Association's outstanding geography teaching competition in 2013 and 2015.Observation,comparative study and content analysis methods were used.With the help of a qualitative analysis tools(NVIVO 11),through coding,counting and analyzing the textual recordings of the eight exemplary lessons,this study aims to reveal the characteristics of senior high school geography lessons in terms of teaching objectives,structure of the lesson,teaching content,teaching methods and secondary development of teaching materials,thus providing reference for the optimization of geography classroom teaching and the construction of geographical high quality classroom.The characteristics of the exemplary lessons in senior high school are as follows.From the perspective of teaching goals,the dimensions of knowledge and skills are basically the same,however,the dimensions of processes and methods and the dimensions of emotions,attitudes and values are quite different.From the perspective of the structure of the lesson,the time allocation of each lesson varies greatly.From the perspective of the introduction of lessons,exemplary lessons are often combined with activities and questions.From the perspective of teaching content,on the one hand,the eight classes all pay attention to the connection with the actual life,but the geographical problems linked with life in the human geography module occupy a larger proportion;on the other hand,there is a difference on the transmission of geography ideas behind the teaching content:the physical geography module does not deliver geography ideas effectively,and the human geography module universallyconveys geographical thoughts.Judging from the cognitive level of teachers' questions,teachers in physical geography modules are less likely to ask questions about divergent thinking and evaluation thinking,and questions raised by the teachers of human geography modules can take different levels of cognitive issues into account.From the aspects of teachers' feedback behavior,there are various ways of teachers' feedback.Quoting,questioning,simple praise and simple repetition are relatively frequently used.From the perspective of teacher-student discourse,teacher-student interaction is frequent,but there are differences in the cognitive level of teacher-student dialogue,the dialogue structure of teachers and students,and the discourse power of teachers and students.From the aspects of textbooks redevelopment,geography teachers show strong awareness and ability to develop teaching materials,and the development of teaching materials for the human geographic model is more abundant and flexible than physical geographic modules.In addition,some senior high school exemplary lessons also have shortcomings:the teaching objectives are formalized and ambiguous,the teacher's questions have a certain arbitrariness,the teacher's responding to students' answer has a certain degree of mechanicality,the cognition level of teacher-student dialogue is low,and the classroom teaching does not effectively convey geographical thinking.To solve the problems above,the paper puts forward suggestions for the construction of high-quality geographical lessons in senior high schools:integrate three-dimensional goals with geographical key comtpetences,integrate geography teaching with geographical thinking and methods,carefully ask geographic questions issues around difficult teaching points,and use geographic core concepts to teach geography.