| The basic idea of geography course in senior high school is to cultivate students’ essential core accomplishment of geography and match the different needs of different students’ own development.Therefore,geography education must be oriented to all students and let every student learn geography well.However,for a long time,many schools have selected students according to their score,which makes the students which have different in learning geography densely distributed in ordinary high schools,not only make hard to match the different development needs of the students which have difficult in geographical,but also bring difficulties to the geography education in ordinary high school,and not conducive to the realization of the concept of national education equity.In order to solve this problem,this article analyzes the reason of geography difficulties in ordinary high schools and puts forward transformation strategies.This article mainly includes the following five parts:The first part is the introduction,which introduces the research background,purpose and significance of this article,expounds the current research situation of geography students’ education local and abroad,and clarifies the research methods and ideas.The second part defines what is the students that who has difficulties in geographical,and through reading the relevant literature,determines the constructivist learning theory and the proximal development area theory as the theoretical basis of this article.The third part takes 10 classes geography students which in Liaocheng No.4 Middle School and all the geography teachers of 4 ordinary high schools as the object of observation.Through the investigation and analysis of the student’ and teachers’ questionnaire,it suggested that the following problems exist in the education of the students who has difficulties in geography learning.In terms of the student themselves who has difficulties in geography learning: first,lacks of planning in geography learning;second,self-subjectivity is not enough.In terms of the teaching of teachers: first,lack of attention to the students who haves difficulties in geography learning during the process of teaching design,implementation and after-school tutoring;second,not make individualized learning goal and learning plan for the students who haves difficulties in geography learning;third,Decreased teaching motivation due to low sense of teaching achievement.In the terms of school education: first,not make a good job of linking up the curriculum;second,not pay attention to the construction of geography;third,not pay enough attention to the promotion of geography teachers;fourth,not establish a standardized and systematic education system for students who haves difficulties in geography learning.According to analyze the survey results,the fourth part puts forward the strategy that of school education and teacher teaching to enhance the planning and subjectivity of the students which with geography difficulties,and on this basis carries on the case design of "the first lesson of school term" and "the nature of sea water ".In the fifth part,we selected two students who has difficulties with geography as the object of the case.According to the analysis of the basic situation of the sample,then convert the strategy of this article to the practice.Finally,suggest the feasibility of this study by comparing the before and after score results of the samples. |
