Evaluation Of The Teaching Effect And Empirical Research Of The Leading-in Art Of The Geography Classroom

The educator Diesterweg thinks the successful art of education enables students to be interested in teaching contents.The classroom leading is one of important means to arouse students’ learning interest.The suitable classroom leading can improve teaching effect,but also can arouse students’ learning interest and arouse their explorative thinking,thus classroom leading has been widely concerned by educators in recent years.It is worth noting that “education should observe rules,but there are no specific rules” mentioned by an educator.The classroom leading is a process of teaching and has no fixed method.Due to different teaching contents,student situations and teachers’ features,design of classroom leading is often different.However,affected by traditional education,most of teachers think leading causes an influence on the classroom teaching effect,while how to select the classroom leading mode can exert an effective influence on teaching.There are some doubts about how to design the classroom leading to fully develop the role of leading.Another teachers still can’t accurately grasp how to use the classroom leading scientifically and effectively.In this thesis,the author summarizes the theory of geography classroom leading,elaborates its roles and categories,and systematically divides the ways of geography classroom leading.By teachers and students as research objects,the author knows about the application status of geography classroom leading and analyzes existing problems of classroom leading in geography teaching.The design scheme conducts the empirical research.At last,based on the experimental results,the author analyzes the influences of classroom leading on the teaching effect and comes up with relevant strategies to improve effectiveness of classroom leading,so as to improve teachers’ classroom leading skills,enhance learning interest of students,and provide reference for enriching leading arts.Main progress obtained by the study is stated as follows:(1)According to the usage modes of leading and subject characteristics of geography,geography classroom leading is divided into observational leading,situational leading,doubt leading,operational leading,review leading and goal leading.Then,through the classroom observation,it can be found that review leading often asks a question to inspect students’ mastery for knowledge that students have studied,while goal leading often reveals knowledge points to students in the form of characters.Both of them can’t arouse students’ interest to reach the leading effect and they are lack of art.As a result,geography classroom leading is classified into four leading methods,including observational leading,situational leading,doubt leading and operational leading.(2)According to the classroom observation,it can be found that(1)more than 90% of geography lessons will design the leading process.The geography lesson atmosphere of the geography lesson with classroom leading is more active than the one without the classroom leading.(2)When the same teacher teaches different course contents,the teacher will select different classroom leading methods in accordance with teaching contents,student situations and teaching resources.Therefore,it can be observed that most of teachers will design the classroom leading in geography teaching.Moreover,teachers will synthesize the teaching situation to design the suitable geography classroom leading.(3)By analyzing teachers’ questionnaire results,it can be observed that 94.12% of teachers think it is necessary to set up the leading process in the geography classroom teaching.97.06% of teachers think classroom leading causes an influence on the teaching effect.Geography teachers in senior grade one have the higher application frequency in the classroom leading,while senior grade three teachers seldom use it.Geography teachers whose teaching years are less than 5 years have the higher application frequency in the classroom leading,while geography teachers whose teaching years are more than 10 years have the lower application frequency in the classroom leading.Furthermore,it can be found that the situational leading method is the favorite leading way for teachers.(4)By analyzing the students’ questionnaire,it can be found that 98.17% of students think it is necessary to set up the leading process in the geography classroom teaching,while 90.52% of students think classroom leading will affect the learning mood of a class,showing that geography classroom leading is the irreplaceable process in the classroom teaching.Furthermore,37.91% of students think classroom leading can’t arouse their learning interest,while 46.71% of students think classroom leading can’t arouse their desire for exploration,indicating that teaching effect of geography classroom leading should be further improved.(5)The further study shows that classroom leading still has some shortcomings in design and application,reflecting in the following aspects:(1)The leading goal is unclear.Design of some geography classroom leading is deviated from the teaching goal.This is inharmonious with the classroom theme.(2)The classroom leading mode is single.Some geography teachers use the same type of classroom leading all the time,thus it is lack of freshness.(3)Leading is short of art.37.91% and 46.71% of students respectively think classroom leading can’t arouse their learning interest and arouse their desire for exploration.(4)Classroom leading is excessive.The investigation result of classroom observation shows that some classroom leading spends too much time,so as to affect the teaching progress.(6)The empirical result indicates that knowledge mastery of students who use classroom leading is interior to students who do not use classroom leading,because classroom leading can attract students’ attention,arouse their learning interest,and guide students to enter into the study state as soon as possible,so as to improve the classroom effect.What’s more,knowledge mastery of students who use situational leading is interior to students who use other leading methods and do not use classroom leading,showing that situational leading not only is favored by teachers.It is also the favorite leading way for students.This is consistent with the questionnaire results(35% of teachers think the situational leading has the better effect,while no more than 27.6% of teachers think other leading methods have the better effect).(7)By combining with existing problems in classroom leading and empirical study,it shows that teachers must improve the following aspects to improve the classroom leading effect constantly:(1)Classroom leading should be associated with the goal.Design of classroom leading should conform to the teaching goals.(2)The classroom leading methods should be diversified.Teachers should flexibly use multiple leading methods and constantly upgrade leading materials,thus classroom will be filled with vitality.(3)Classroom leading should stand out art.Classroom leading should combine art with science.Only by advancing classroom leading with the times can it effectively improve teaching effect.(4)Classroom leading should be appropriate,instead of being excessive.Teachers should rationally control classroom leading time,stand out the classroom theme and emphasis,and lay a foundation on classroom teaching after leading.