Authentic Learning And Its Application In Middle School Geography Teaching

In the 21st century,economic globalization,resource information,high correlation between knowledge and information,the development of society has put unprecedented demands on creative talents and the innovative spirit of workers,which has led people to examine the way of learning new knowledge.The traditional way of learning is generally passively accepting learning.There are disadvantages such as the emphasis on knowledge transfer,intelligence,and the non-intellectual factors.Documented information has found that the concept of authenticity learning not only adapts to the needs of learners' self-development,but also adapts to the needs of the society for talents and quality.At the beginning of this century,China began to implement new curriculum reforms across the country,requiring education to adapt to the needs of the development of the times,and cultivating the basic knowledge and skills needed for the future development of students.In the classroom teaching processes,teacher-student interaction must be strengthened to avoid forms.Interactive teaching.Judging from the current status quo.there are still some problems in the high school geo-interactive classroom teaching mode in China,which still need to be summarized and improved in practice.Based on the core needs of the new curriculum reform,this research mainly adopted the literature method,inductive method,research method and analysis method.This paper explores the design of the middle school geography curriculum based on the concept of authenticity.This paper is divided into three parts.The first part expounds the research and development of the concept of authenticity study,especially the real progress of foreign pedagogy research.The second part presents the real dilemma of the geography teaching in the middle school and high school in China under the new curriculum reform reality background.The third part explores the possible application direction and learning effect of the concept in geography teaching through the authenticity learning design of a teaching case.This paper summarized the basic concepts and characteristics of authenticity learning in published works,and clarified the elements of creating a real learning environment.According to the questionnaire survey,the low application status of authenticity,boring curriculum design and little engagement of students in class activities in the geography teaching in middle school were identified.The two authentic learning practices activities,"Development of Desertification" and "Environmental Circulation",were carried out.In these two authenticity teaching cases,better evaluation results were achieved in the pre-class preparation and classroom interaction compared to the traditional teaching class.The results of the teaching evaluation shows that the students'learning feedback is better,and the ability to solve the practical problems is improved.This kind of teaching feedback and learning data provides practical and positive significance to apply the authenticity learning to a wider range of teaching content in the middle and high school geography class settings.