Practice Research On Thematic Teaching In Geography Class For High School Art Students

Along with the new curriculum reform to cultivate students' literacy of geographical discipline core demand is higher and higher,and art examinee team has grown,the requirement of increasing the state of art examinee culture result in the big background,social for teachers to cultivate art students put forward higher request,this means that teachers need to continuously explore effective teaching mode.The traditional teaching mode is a classroom in which teachers talk and students listen,which is difficult to mobilize the interest of art students in geography learning,easy to make art students in a passive learning state,and difficult to meet the requirements of the development of The Times for teaching objectives and training.In view of this situation,this study takes theme-based teaching mode as an example to explore an effective teaching mode for geography teaching of art students in high school.In this paper,through literature research the related literature at home and abroad on the teaching of thematic analysis and comb,on this basis,the geography curriculum resources,the characteristics of art students adaptability analysis and thematic teaching mode,that art high school geography class corresponds to the topic type teaching mode,which in turn art students of high school geography classroom teaching principles summarized analysis,thematic think art high school geography classroom thematic teaching principle mainly includes the following aspects: students' subjectivity principle,the principle of core literacy,interesting principle,the principle of effectiveness,the principle of integrity.In addition,the basic process of theme-based geography teaching mode for high school art students is summarized and integrated,and it is concluded that the basic process is divided into eight steps:preparation before class: analysis of textbooks and determination of themes;Study course standards and set goals;Combined with the learning situation,improve the teaching plan;Classroom practice: experience for stone,create situation;Enlightening teaching,problem discussion;Group cooperation and activity exploration;Class summary,sublimation thinking;After-class reflection;After-class reflection to promote teaching.In addition,the contents of compulsory 1,compulsory 2 and compulsory 3 of the geography textbook of the people's education edition that areapplicable to thematic teaching are classified into subject modules and subject examples.Since all contents of compulsory 3 belong to regional modules,and chapter topics have been themed,then only compulsory 1 and compulsory 2 are classified and illustrated in detail.Based on the above analysis,the author selected are geography textbook required a third chapter "the water on the earth" in the first quarter "water cycle" of nature,required in the fourth chapter 2 "in the formation and development of of the industrial area in the first quarter" the location selection of industry,"o 'clock required three chapter 2 the regional ecological environment construction in the first quarter"prevention and control of desertification,in northwest China,for example "thematic teaching design,and through the practice teaching method will be" the location selection of industry "art student in this section apply to the high school geography class.At the same time,in order to obtain the feedback and evaluation of the teaching effect of theme-based teaching mode in the geography class of art students,questionnaires and teacher evaluation methods are adopted to conduct research and analysis after class.By using the data statistics method to input and analyze the data of the questionnaire,it is concluded that theme-based teaching mode is conducive to improving the interest of high school art students in geography learning,as well as the students' ability to understand abstract knowledge and geographical laws,comprehensive analysis ability,problem-solving ability and other conclusions.