Practical Research On Remote Live Teaching Mode In Geography Teaching In Senior High Schools In Minority Areas

With the continuous development of network technology,the educational teaching methods are changing to different degrees,the educational cause has been diversified,educational resources have been effectively shared,and the gap between urban and rural education has been narrowed.It is conducive to the fair and balanced development of education.Therefore,because of its intuitionistic,fast,interactive and not subject to geographical restrictions,the Internet has made the teaching of live webcast into the public's field of vision.Because of the limitation of geographical position,the development of education is relatively backward,which leads to the lack of educational resources.The development of education in ethnic minority areas is a part of the national attention.The development of long-distance live broadcast teaching mode broke the space.With the restriction of the region and the region,the high-quality education resources are transferred to the relatively scarce ethnic region of the educational resources,so that the students in the ethnic region can be subjected to high-quality learning resources at the first time.Geography knowledge is the content that every citizen needs to know and study,and at the same time,the geography education plays a special role in the construction of the students' moral education,the environmental protection concept and the national economy,politics and culture.Based on Gardner's theory of Multiple Intelligences,constructivism theory,intelligent teaching system and recent development area,this paper takes the students and teachers of three live classes in the senior Middle School Department of Ganzi prefecture as the research object,and adopts the methods of Literature research,questionnaire survey,interview investigation and observation.This paper studies the practice of distance live teaching mode in high school geography teaching,analyzes the advantages and existing problems of the teaching mode,and puts forward the corresponding solution strategy,and finally evaluates the effect of the geography course implementation of the distance broadcast teaching mode.Through the practice research of remote live broadcast mode in high school geography teaching,the following conclusions are drawn:(1)In the survey of students in the geography distance broadcast teaching model.the study found that more than 50%of the students were able to adapt to the remote live broadcast model,and most of the students received the geography remote Live instruction mode.Students believe that the advantages of remote live instruction are:There are high-quality teaching resources,there are novel teaching methods,can let them broaden their horizons,increase their insight.Among them,the progress is too fast and the lack of geography practice class and the interaction between teachers and students are less than the th.ree points of the largest proportion.Students believe that distance live teaching is of great help to the knowledge of memory geography,most students can master some of the geographical knowledge,a little improvement in geographical examination results,the improvement of the performance of other subjects also has a certain role in promoting.(2)In the interview survey of parents and teachers,it is concluded that parents have a positive attitude towards the model,and that the geographical performance of children through distance live courses has improved.All the parents interviewed were designed to enable their children to receive better teaching resources before sending their children to a remote live class for study.And when it comes to tuition fees,the state subsidizes it and doesn't have to worry about delaying children's learning because of family conditions.(3)In view of the emergence of the role of teachers and students lost,lack of communication and interaction,teachers job burnout,students lack of interest in learning,students do not keep up with the progress of teaching,lack of geography courses and other issues.The author puts forward the following corresponding strategies:Adopting the future classroom and flipping the classroom system,improving the teaching method,adapting to the role change,strengthening communication and improving the learning efficiency,balancing the relationship between the live classroom and the traditional classroom,improving the teaching enthusiasm,carrying on the aptitude,enhancing the students' learning confidence,making the appropriate geography practice course,Cultivate students' comprehensive practical ability.(4)Through the statistics of the Learning Effect evaluation scale,in the analysis of the total score,it is found that students generally agree with the distance live instruction,and the students' achievements are improved.In the teacher's evaluation,the teacher thinks that the student can concentrate on listening in the classroom,but for the students to participate in the classroom is relatively poor,learning enthusiasm is poor.For the completion of geographical operations,good performance,but also shows that students after the distance live course,learning effect is generally better.(5)In the subjective evaluation of the teaching mode of distance broadcast by students,it is found that students have made the greatest progress in the subjects of politics,mathematics and foreign languages.Students in geographical subjects study mainly according to their own interests.For students who like geography to be able to follow the thinking of front-end teachers,therefore,geographical performance progress is faster.