A Study On The Classroom Teaching Behavior Of Geography "excellent Course" In Senior Middle School

The cultivation of high school students' geographic core literacy is mainly realized through classroom teaching.The classroom teaching behaviors in geography excellent classes play an important role in cultivating students' geographic core literacy.Classroom teaching behaviors are all behaviors that are caused and maintained by teachers in the classroom to promote student learning.Excellent class is a complete teaching design based on the teaching content of a certain class,and it can serve as a demonstration and reference resource.The teaching concepts,teaching methods,and teaching techniques presented in the excellent class have a role model,especially for new teachers in the senior high school.The research results of the project will help improve the quality of geography teachers,improve teaching results,and present science,rich and interesting geography classes to students.This article elaborates the current status of domestic and foreign research on classroom teaching behaviors through literature research methods.Based on this,the research content and research methods are determined.After defining related concepts such as superior classes,teaching,and classroom teaching behaviors,the scope of this article's research content is further determined,that is,the classroom teaching behaviors of high school geography superior classes include teacher-student interaction behavior,teaching goal implementation behavior,teaching method application behavior,questioning behavior,and blackboard writing and board drawing behavior.NVIVO11 is a place to help users organize,process,and analyze data,to help users make deeper insights into research content,to establish a variety of research models,and to help analyze problem status and development trends.Using NVIVO11 as a research tool to analyze five aspects of high school geography class teaching behaviors,the characteristics of current high school geography class teaching behaviors are obtained.In order to further summarize the problems existing in the current high school geography class,and analyze their influencing factors,put forward corresponding optimization suggestions for reference.Finally,the shortcomings of this paper are put forward,and the research on the teaching behavior of geography classroom is prospected.The main conclusions are as follows:(1)In terms of teacher-student interaction,most teachers take students as the main body,respect the student's main body status,and focus on the students.The interaction method is mainly teacher-student interaction,and the interaction method is mainly in the form of question and answer,and the interaction form is slightly single.Therefore,it is suggested that teachers should increase student-student interaction or teacher-teaching tool-student interaction when students interact with each other to increase students' enthusiasm for participating in the classroom.(2)In terms of the implementation of teaching goals,according to the classification of Bloom's educational goals,it can be seen that the teaching goals of most teachers focus on cultivating students 'analysis,understanding,and application of knowledge,and are lacking in cultivating students' innovation and evaluation capabilities.From the perspective of the core elements of high school geography,teachers are not perfect in the cultivation of comprehensive thinking ability,the concept of human-land coordination and geographic practice.Therefore,it is suggested that teachers should pay attention to the behavioral verbs that clarify the core literacy embodied in the goals and how the goals should be realized when designing the teaching goals.(3)In terms of teaching method application behavior,teachers pay too much attention to language-based teaching methods,and are lacking in students' autonomous cooperation and inquiry and practical ability training.Therefore,teachers are advised to use the teaching method to learn first and then talk,and choose the content of teaching in order to increase the humor of the language appropriately.Secondly,more geographical situations are designed and teaching methods based on students' inquiry cooperation are adopted.When applying such methods,attention should be paid to make appropriate evaluations of student behaviors in a timely manner.(4)In terms of questioning behaviors,the first is that the types of questions asked by teachers are knowledge-based and fact-based,with less divergent and thinking-type questions,and the difficulty of selective questions is generally simple.The second is that the teacher's wording of the students' response was simple or did not give proper feedback.Therefore,it is suggested that teachers set the types of questions to be diversified,increase the proportion of thinking and divergent questions,pay attention to the logic between the questions,and guide students to think.The second is to give a meaningful evaluation of the students' answers,and guide students to ask questions.(5)In terms of the behavior of blackboards and blackboards,frame and diagram blackboards and blackboards are mainly adopted,but some teachers rely too much on multimedia teaching and ignore the importance of blackboards and blackboards.Therefore,teachers are advised to improve their understanding of the importance of blackboards and boards,and strengthen the combined application of different types of blackboards and boards.Each teaching behavior is not affected by a single factor.The influencing factors are the professional knowledge of geography teachers;the teaching skills of geography teachers;the educational philosophy of geography teachers.