Strategic Research On Experiential Learning Of Geography Practice Activities In Senior High School Classroom

In the classroom,taking students as the main body is the requirement of current geography teaching,and it is also the principle to be adhered to in geography teaching in the future.In the traditional geography teaching mode,the teaching method is the main teaching method of teachers,while the students are mainly based on receptive learning,and the understanding of geography knowledge,especially geography rational knowledge,is not in place.In recent years,experiential learning has begun to enter the geography classroom.Experiential learning is a learner-centered approach that focuses on providing learners with real or simulated situations and activities,abstracting knowledge,values,and emotional attitudes.Transforming into an experiential life fact,emphasizing the focus of student experience generation,a combination of practice and reflection to gain a meaningful way of learning,and conducting geography practice activities in the classroom is a way for students to engage in experiential learning.One.Classroom geography practice has two characteristics: one is that students have direct experience;the other is that students have operational behavior.It's better to read it ten times.The classroom geography practice can make the student's experience not only stay on the eye,the ear,the mouth and the brain,but also let the students handle it automatically,which will make the students get the most experience.It is more conducive to students' experiential learning.Based on classroom practice activities and experiential learning related theories,this study used the questionnaire survey method to take the students of Liuzhou No.1 Middle School as the survey object,and randomly selected some students from the second year of high school to conduct the experiential learning of classroom geography practice activities.The survey and conclusions: In general,classroom geography practice activity experiential learning is less frequent in high school classrooms,and the classroom geography practice activities are more singular;students have less interest in geography learning,but the classroom The interest in geography practice activities is high;teachers are not comfortable with the preparation of materials required for classroom geography practice activities,and further need to understand what kind of content is suitable for classroom practice activities for students to experience learning,to understand students' psychological characteristics and learning situation.Design a classroom geography practice for students to experience learning.According to the above findings,I put forward the use of geographical practice class to students in experiential learning,we should take the student as the main body teacher as the leading factor,the reasonable selection of teaching material practice content,formulate the teaching goal of science,flexible teaching method choice,carefully selected teaching tools,actively carry out classroom import,grasping the experience link,double attention activities,evaluation of student activities in time,can't be ignored developing strategy after class.Practice has proved that these strategies can help students better experiential learning through classroom geography practice activities,and can improve students' interest in geography learning and academic achievement,improve students' geography learning attitude,cultivate students' geographical practice,and optimize The relationship between geography teachers and students.The paper is divided into six parts:The first part: combining the current educational background and the requirements of the high school geography curriculum standards,expounds the research purpose and significance of the research topic.Through reviewing and researching relevant literatures,this paper presents and analyzes the research status of experiential learning in classroom geography practice activities at home and abroad,and proposes the research methods and research ideas of this research.The second part: the investigation and analysis of the current situation of experiential learning in high school classroom geography practice activities,mainly from the factors affecting classroom practice activities experiential learning and the current high school classroom geography practice activities experiential learning status.The third part: This paper explores the strategies of experiential learning in high school classroom geography practice activities.It is proposed that the classroom should be guided by students as the main teachers,reasonably select practical content,scientifically formulate teaching objectives,flexibly combine teaching methods,carefully test and select teaching tools,properly grasp the teaching process,actively carry out classroom introduction,pay more attention to activity reflection,timely evaluate students' activities,and not ignore after-class development strategies.The fourth part: the high school classroom geography practice activities experiential learning strategy teaching practice analysis,the proposed strategy is applied to the teaching practice,select two typical teaching cases for display analysis.The fifth part: through the questionnaire survey and the comparison of before and after the geographical teaching experiments,concluded that the proposed strategy can help students better through class geography practice of experiential learning,and through the geographical practice class experiential learning can improve students' interest in geography learning and academic achievement,improve students' learning attitude,develop the students' geography practical,also can optimize the geography of the relationship between teachers and students.The innovation of this research lies in the previous research theory of human beings,focusing on one of the methods to realize student experiential learning in geography teaching--classroom practice activities,which are proposed in high school based on the status quo and related influencing factors.The classroom geography practice activities experiential learning strategy,and apply the strategy to the teaching,analyzes the teaching effect,prove the feasibility of the strategy in our study.The shortcoming of this research is that due to the short development time of the teaching experiment and the limitations of the research object,and the analysis of the influencing factors is not enough,the strategy is not comprehensive enough,so the experimental effect is not particularly obvious,and it needs to be in the future.Improve at work.Because I lack the teaching practice experience,in the design process of the questionnaire,the actual situation of the current high school geography teaching is limited.In the future,it is necessary to carry out in-depth research on this subject in combination with the actual teaching experience.