Research On The Application Of Multiple Situations In Junior Middle School Geography Regularity Teaching

Situational teaching method is a teaching method that continues from ancient times to the present.With the development of social economy and science and technology,situational teaching method is also constantly developing and improving,and its advantages in teaching become increasingly prominent.Geography regularity can be divided into spatial geography distribution regularity and temporal geography evolution regularity.Geography regularity knowledge occupies a large proportion in middle school geography knowledge system,which is an important part of teachers’ teaching task and students’ learning task.Based on the analysis of situational teaching research review and the present situation of geography regularity teaching,this paper puts forward the application of multiple situations in geography regularity teaching in junior middle school.First of all,through consulting a large number of literature,the status quo of situational teaching method and geography regularity teaching at home and abroad is sorted out and integrated,and the important role of situational teaching in the application of geography regularity knowledge teaching is analyzed.On the basis of defining the "situation","pluralistic situation" and "the regularity of the geographical" related concept,the author combine personal understanding geography teaching material analysis,summarizes the o ’clock junior middle school geography grade seven top volume contains the geographical regularity of knowledge.Secondly,the author way out teacher questionnaire,through the network for middle school students of three schools in Nanchang City distribute the papery questionnaire,the questionnaire star software statistical questionnaire results,using SPSS25.0 software to analyze the reliability and validity of the questionnaire to the student,the final questionnaire statistics results is has good reliability and is effective.Through the analysis of the questionnaire results of teachers and students,the author concludes that the problems existing in the teaching of geography regularity include:the low degree of combination between the curriculum standards and the content of the teaching materials,the simple way to obtain situational materials,the centralized and single time and purpose of developing the situation,the need to keep pace with The Times of teaching methods and ideas,and the need to change the learning attitude of students.Then,on the basis of analyzing the problems,it puts forward the principles of developing the situational teaching of geography regularity in junior middle school,including the principles of scientificity and ideology,the principles of combining knowledge with life practice,the principles of inspiring teaching,the principles of students’ subjectivity and the principles of The Times.At the same time,the article puts forward five teaching strategies,including accord with students’ cognitive,stimulate students interest,analysis of teaching content,establishing link,make full use of resources,rich situation types,flexible choice activity,strengthen the learning ability and the mining science literacy,promote the comprehensive development;Then,on the basis of teaching principles and teaching strategies,it further analyzes the teaching situations in which different types of geographical regularitys apply.Finally,the author during my practice in the education of junior high school geography regularity situation teaching case design and implementation process,under the experimental classes and that in comparative classes reference,find the advantages of multivariate situation in the regularity of the junior middle school geography teaching and the practical value,and summarized the meta situation in four advantages in teaching of geographical regularity and provide reference for middle school geography teaching value.