The Study Of Status And Stimulating Strategies On Students' Speech In High School Geography Classroom

With the development of the new curriculum reform,the individual subjectivity of students in the classroom and initiative in learning have been paid more and more attention.Various teaching modes of advocating "teaching according to learning" have emerged.Sufficient interaction between teachers and students,intense discussion and student's active answering questions are key to the implementation of various teaching models.In addition,the " Chinese students develop core literacy" also explicitly requires the cultivation of students' scientific spirit.Make students have critical and questionable spirit,have Problem awareness,and be able to think independently.Therefore,mobilizing students' enthusiasm of speaking in class,and stimulating students' initiative in learning meet the requirements of curriculum reform.It is of great practical significance to cultivate students' problem consciousness and questioning spirit,in line with the requirements of the new era for the cultivation of high-quality talents.This paper starts with the high school geography classroom,Taking high school students in Xinzheng as the survey object,and studies the students' status of speaking in classroom through literature research method,questionnaire survey method,classroom observation method and interview method.Firstly,on the basis of extensive review of relevant literatures,the background and significance of this paper are put forward,and the ideas and methods of research are determined.Secondly,through the induction and collation of relevant documents,the research status of classroom speech at home and abroad is reviewed.Thirdly,through the questionnaire survey,classroom observation,interviews of teachers and students,collect first-hand data,and use SPSS software to analyze the data.Based on the description of the current speaking situation of high school students in the geography classroom,combined with the results of questionnaire and interviews to analyze the reasons why the classroom speech is not enthusiastic in the geography class.Fourthly,in view of the reasons why the speaking enthusiasm in the classroom is not high,combined with the theory of motivation,the theory of self-efficacy,and the theory of successful education,an effective strategy for mobilizing the speaking enthusiasm of students in class is formulated.Fifth,combined with the proposed countermeasures to carry out teaching case design and verification analysis.Sixth,summarize the main conclusions and shortcomings and prospects of this paper.Through the analysis of the survey results,it is found that the high school students' geography classroom speech is obviously insufficient.The classroom questions are mainly teachers' questions.There are very few students who dare to answer the teacher's questions actively.The collective answer to the teacher's questions occupies the main body of the classroom interaction.Class discussion is warm but students avoid showing the results.Students with different genders,different temperament types and different geographical achievements have different enthusiasm for speaking.Combining questionnaires and interviews,This study attributes the reasons why students are unwilling to speak to the following three aspects: First of all,students' own aspects: interpersonal concerns,fear,less accumulation of geographical terms,lack of preparatory habits,lack of interest in geography learning,lack of language skills inhibit the speech enthusiasm of students in class.teachers: Teacher over-reliance on the lecture method.The way of questions and comments is Unreasonable,which suppress the desire of expression of students;the external environment: the classroom atmosphere is dull,the Large number,and the family communication is not smooth,which is not conducive to the speech enthusiasm of the students in the classroom.By synthesis analysis to multi-factor,this study suggests to give full play to the leading role of teachers,from the perspective of teachers to propose practical measures to cultivate students' enthusiasm for class speech: to clarify the role of class speech,to stimulate students' interest in geography learning,let students want to speak.Lead students to carry out effective pre-study preparations,create an safe environment,and enable students to dare to speak.Create sufficient and equal opportunities to speak,carefully design classroom questions,so that students can speak.The positive feedback of the speech made the students take delight in speaking.In order to verify the feasibility of the proposed countermeasures,this paper takes the “Large-scale seawater movement” as an example to provide teaching design,which provide reference for teachers to cultivate students' enthusiasm for classroom speech.In order to verify the effectiveness of the proposed countermeasures,this study takes the students in the practice school as the experimental object.After six weeks of experimental teaching,the results show that the geography classroom atmosphere has improved and the classroom interaction has increased.Students' enthusiasm for speaking was significantly improved.The innovation in this paper: Firstly,on the analytical method,cross-tabulation is used to cross-analyze the factors that may affect the speaking enthusiasm of students in the classroom.The analysis method can not only screen out the factors that affect the students' speech in the classroom,but also visually see how the two are related.Secondly,in the application of theory,the first attempt to apply the theory of successful education to the excitation of high school students' speaking enthusiasm in the geography classroom,which has broadened the application scope of successful education theory.