Action Research On Image Teaching In High School Geography Classroom

The image system is an important part for the structure system of the geography textbooks.With the development of the times,the image function of the system is gradually diversified and integrated,and the function of education is increasingly recognized by most practitioners and is applied to the geography classroom.We need to more practice and reflect on how to play the educational function of geographic images in the most effective way.From the perspective of action research,this article considers the age,stage,cognitive ability,and emotional needs of different grades of senior high school students.It conducts a series of actions on how to scientifically use images and effectively function in high school geography classroom teaching,including action plans and implementation.Observe and introspect,and summarize and generalize the general rules of high school geography classroom image teaching through continuous gradient geography class practice process,thus effective image teaching.The high school geography classroom image teaching action plan is a conscious teaching conception and plan for high school students who are generally faced with geographical image problems at specific learning stages.The action plan mainly includes research topics,research background,research questions,research goals,research conditions,and research progress.After the research plan is established,the researcher will begin to consciously and systematically organize the students to implement the plan according to the plan.The implementation of the classroom includes.teachers' leadership and student participation.It is also necessary to organize the teaching and evaluation activities of county teaching and research teachers.After the classroom is implemented,the researcher needs to strategically collect the relevant data of the action process(student observation record,student feedback after class,student interview record,teacher listening and commenting course record,teacher reflection record).The collection process of the data is the researcher's own And the full observation of the actual state of the operation.Finally,combining classroom activities and relevant data collected to judge and evaluate the process and results of the action research,seeking the rationality and problems of the actions,and revising the original research questions,research plans and next steps,and then Carry out the next round of implementation,observation and reflection,and implement effective teaching after repeated cycles.Action research through design-implementation-interview-reflection-redesign-re-implementation-re-interview-rethinking of the cyclical action process,so that the image teaching experience and image teaching theory can be tested,corrected,supplemented and falsified by practice,so as to truly guide teaching.Through the action cases of geography classroom image teaching in different stages of high school,we recognize that image teaching generally goes through three stages:guiding students to perceive images;cultivating students' image skills;and realizing graphic and text interchange.At the same time,we can also witness the teaching growth of teachers and students in this process and the sustainable development of geography classrooms.Action research is characterized by practicality and reflexion.It is in line with the characteristics of primary and secondary school teachers' research and is conducive to the integration of teaching,research,and research.From the reflection of the present situation of image teaching to the reflection of the law of image teaching,"reflection" has been always running through.The reflection of teaching activities not only strengthens teachers' reflective teaching and promotes the professional development' of teachers,but also promotes the awakening of students'self-consciousness and the appearance of subject status,and helps students form the habit and consciousness of reflective learning so as to achieve effective teaching.