A Study On The Diagnosis Of Explaining Behavior Of Geography Teachers In Senior High School

Explaining behavior is one of the important teaching behaviors in high school geography classroom.It plays an important role in the process of classroom teaching and is the primary requirement of professional ability in the process of teachers' growth Under the background of the new curriculum reform,classroom explanation is equivalen to "cramming" and other backward teaching methods,which has been criticized by many experts and scholars,resulting in the crisis of teachers' explanation.The distribution knowledge that highlights the characteristics of geography,as an important teaching content in the classroom,is faced with important challenges in the face of a variety of geography teaching resources.How to explain the knowledge of geographical distribution has become the primary problem for high school geography teachers to solve.However,at present,there are few researches on the explanation of ground distribution knowledge,and it is lack of systematicness,so it is difficult to form a perfect explanation system.In the first stage of the paper,literature research method is used to sort out the relevant literature.Under the guidance of research background and research significance combined with the research process of explaining behavior and geographical distribution knowledge,the research ideas and research directions of the paper are put forward.On the basis of literature review,this paper defines the core concepts of geographical distribution knowledge and explanation behavior,and clarifies the theoretical basis of this paper.In the second stage,NVivo 10 software was used to encode the reference elements,and the scale of geographic distribution knowledge explanation behavior diagnosis was initially constructed,which was adjusted reasonably in combination with expert advice,and then the final diagnosis scale of this paper was determined according.to the results of reliability and validity test.In the third stage,we use the 14 secondary indexes in the diagnostic scale to make classroom observation and diagnose the current situation of the knowledge explanation of geographical distribution.In the fourth stage the overall analysis and specific analysis of the diagnosis results are carried out,and the advantages and disadvantages in the explanation of geographical distribution knowledge are summarized.The fifth stage puts forward the corresponding optimization strategy for the existing problems,and redesigns the lesson with lower score.The last stage summarizes and summarizes the conclusions of this paper,points out the shortcomings of this paper,and looks forward to the later research.Through class observation,it is found that the explanation of geographical distribution knowledge is relatively good,mainly reflected in:first,pay attention to the creation of situations and be good at stimulating students' interest;second,explain the.content clearly and students have a high degree of mastery;third,pay attention to factor exploration and actively arouse students' thinking;fourth,present in a variety of ways and have a strong ability of summary and generalization;fifth,combine theory with practice And pay attention to regular migration and application.But there are also shortcomings.First,the goal achievement is low,and the output is insufficient;second,the combination of knowledge base is low,and the laying is not enough;third,the image information is mainly displayed,and the guidance is not strong;fourth,the accuracy of geospatial positioning is poor,and the boundaries are not accurate;fifth,the generalization of geospatial distribution is weak,and the characteristics are incomplete,sixth,the exploration of geographical time change is shallow,and the scale is unknown.According to the previous research and the actual situation of the classroom,this paper puts forward the explanation strategy of geographical distribution knowledge.First,strengthen the implementation of explanation objectives and increase the proportion of output:second,combine the existing knowledge base of students and strengthen knowledge preparation;third,give students systematic image guidance and mining image information;fourth,accurately describe the geographical distribution location and define:the geographical distribution boundary;fifth,comprehensively analyze the spatial distribution form and summarize the geographical distribution characteristics;sixth,We should attach importance to summarizing the characteristics of geographical time:changes and promote the integration of geographical time and space.The main conclusion of this paper is that there is less attention to the content of geographical distribution knowledge,such as geographical distribution location,distribution scope and boundary,distribution characteristics and temporal exploration of geographical distribution.More attention is paid to the creation of situation,the exploration of influencing factors,the summary and generalization of geographical distribution knowledge and the application of laws.Generally speaking,the explanation of geographical distribution knowledge needs to be further improved.