Research On High School Geography Situation Teaching Based On Classroom Observation

Contemporary education,no matter which is inseparable from the classroom.From Confucius's "no anger,no sorrow,no sorrow" to the present,students are the mainstay,and countless ancestors are making efforts for education.How to make students have a logical and more interested learning,called the master of the classroom,is an issue that educators have been thinking about in the past,present and even in the future.Among them,the word of interest is especially important.The growth of people requires the environment,and the teaching in the classroom is the same.Teachers create situations in teaching,so that students can improve their interest in learning,understand problems and master knowledge,and at the same time be able to use knowledge to learn and use.It is the main purpose of studying teaching situations.In the geography classroom,the teaching situation is particularly important because of the characteristics of the geography discipline itself.On the basis of classroom observation,this paper selects six high-quality courses of three teaching contents:"One Teacher,One Excellent Course",High School Geography,and two teaching contents,starting from constructivist theory,cognitive learning theory,situational learning theory and geography teaching theory.Combining with the research status of current situational teaching,constructing an observation framework,and designing,observing,data statistics,data analysis,and cause analysis of the four dimensions of situation construction,situational awareness,teacher behavior,and student behavior,and the same content,The situational teaching of different levels of courses is analyzed for commonality and difference,and the following conclusions are drawn:(1)The content created by the situation meets the requirements of the course content,and the degree of matching with the knowledge point is high.The duration of the situation is proportional to the difficulty of the problem,and the overall difficulty is appropriate.(2)The situation of the situation is higher in the situation creation type,the data situation is second,the practice situation is The linguistic situation is reflected in the vocabulary.The method is to use the image resources to create the situation.Secondly,it is related to the actual production and life,excavating teaching materials,and using the data to create the situation.The overall type is complete and the methods are diverse.(3)There is no teacher-student interaction.The frequency of interaction and non-guidance is high,and the participation of students in classrooms should be more reasonable in about 2 times,and the overall participation is better than above;(4)The teachers have rich behaviors in the situation,including explanation,guidance,questioning,organization,and guidance.Students' feedback is diversified,and they mainly listen to thinking and answering.Through the above conclusions,the following inspirations are given to the teachers who participated in the evaluation of excellent courses:(1)Teachers should reasonably allocate situational time according to the difficulty of the problem,so that the duration of the situation is positively related to the difficulty of the problem;(2)In the classroom situational teaching,the teacher creates Situations should be rich in types and diverse in methods,avoiding situational simplification and increasing classroom interest;(3)Teachers should pay attention to the combination of "speaking" and "questioning" in context,increasing the effective interactive situation and avoiding students' unconscious answers;(4)Teachers should reasonably set situational issues according to the progress of the curriculum,fully mobilize students' interest and improve student participation.