A Study On Lead-in Present Situation And Countermeasures Of Geography Classroom In Junior Middle School

The new round of basic education curriculum reform requires teachers to optimize classroom teaching,effectively improve the quality of teaching,and comprehensively improve the quality of students.Classroom Lead-in is the beginning link of geography classroom teaching.Wonderful classroom Lead-in can arouse students ’learning interest,stimulate students’ learning motivation,and lay a good foundation for the next teaching link.The junior high school stage is an important stage for students to get in touch with and learn geography,so it is of great significance to study the Lead-in of junior middle school geography classroom.This study is guided by cognitive learning theory,constructivist learning theory,humanistic learning theory,situational learning theory,and learning motivation theory.The literature research method,questionnaire survey method,interview method and classroom observation method were used to investigate the current situation of junior middle school geography classroom Lead-in.The main problems in junior middle school geography classroom Lead-in were found and corresponding improvement measures were put forward.This research mainly includes the following five parts:The first part,elaborates the current research background,research purpose and significance of junior middle school geography classroom Lead-in,combs the domestic and foreign research progress of classroom Lead-in,and elaborates the research method and technical route of the paper.It is found through research that the current research on the Lead-in of geography classrooms is mostly concentrated in the high school stage,and relatively little research is done on the junior high school stage.The second part,defines the concept of classroom Lead-in,and introduces the main classroom Lead-in methods such as direct Lead-in method,review Lead-in method and question Lead-in method.Finally,the theoretical basis of classroom Lead-in such as cognitive learning theory and constructivist learning theory is explained.The third part,through the teacher interview survey,the student questionnaire survey and the classroom observation to the junior high school geography classroom Lead-in present situation carries on the investigation and the analysis.It is found that the current junior middle school geography classroom Lead-in mainly has the following problems:Teachers do not attach importance to the classroom Lead-in,the differences between students are ignored,unsuitable Lead-in material,use a single Lead-in method,the interaction between teachers and students is less,unreasonable Lead-in time control,failure to make full use of the teaching media and improper language presentation.The fourth part,according to the existing problems,puts forward the following improvement countermeasures: establish the correct concept of classroom Lead-in;improve the suitability of classroom Lead-in;enhance the artistry of classroom Lead-in.In order to reflect the specific application of improvement countermeasures,several case designs of junior middle school geography classroom Lead-in were carried out.The fifth part,summarizes the problems existing in the Lead-in of junior middle school geography class and the improvement countermeasures,and draws the conclusions of this study.At the same time,the shortcomings of this research are pointed out from both the subjective and objective aspects,and I hope to improve it in the future.