The Study On The Design Of Exercise In The Geography Classroom In Mongolian Junior Middle School

As an indispensable part of junior high school geography classroom teaching,classroom exercises are an important part of classroom teaching and have irreplaceable functions and values.It is especially important to let students construct and consolidate knowledge in limited classroom.It is of great practical and practical significance for students to learn geography that is useful for their lifelong development and to select carefully designed classroom exercises.Through this study,students’ interest in learning geography and their desire to explore are stimulated,students are guided to actively participate in the geography learning process,acquire the basic knowledge and ability of geography for sustainable development,and accumulate and improve geography literacy.Based on the concept of the new curriculum,this study started with classroom observation,and conducted a questionnaire survey and analysis on relevant issues for teachers and students in order to understand in detail how geography teachers in Mongolian teaching(hereinafter referred to as "Mongolian teaching")designed before class and how geography exercises were arranged in class.Secondly,it makes a statistical analysis of classroom exercises(activity systems)in junior high school geography textbooks and summarizes their characteristics.On this basis,a geography class exercise-a relatively complete geography class exercise for seventh grade-was additionally designed for the students in No.5 Middle School of Keyou Qianqi,and was verified in the teaching practice.The implementation proves that classroom exercises play a certain role in promoting students’ development,and also greatly promote the author’s improvement of teaching level and ability as well as his own professional and technical accomplishment.This paper sums up five design strategies for geography classroom exercises in Mongolian-taught junior high schools:(1)design strategies based on consolidating and reviewing the basic knowledge;(2)Pay attention to students’ learning level and respect students’ individual differences in designing strategies;(3)Guide students to pay attention to life and design strategies for life exercises;(4)designing comprehensive strategies for classroom exercises;(5)Design various classroom exercise strategies.