Investigation And Countermeasure Research On Effective Teaching Of Geography Class In Junior Middle Schools In Liangshan Area

The implementation of the new curriculum reform puts forward new requirements for teachers and students,and the main position for implementing the new curriculum reform is in the classroom,so it is particularly important to improve the effectiveness of junior middle school geography classroom teaching;As a region where ethnic minorities live in compact communities,Liangshan Yi Autonomous Prefecture has a large gap in education compared with other developed regions due to the constraints of geographical environment and economic conditions.Whether it is students' foundation,teachers' level,teaching mode,educational environment or other aspects,it is far inferior to developed regions.Therefore,as a front-line teacher,it should more actively think about how to strive for the optimal efficiency of every class to enable students to make progress and development in knowledge,skills,emotions and other aspects.Under the guidance of teaching optimization theory,constructivism theory,Ausubel's meaningful learning theory,and nearest development zero theory,this paper adopts the literature research method,questionnaire survey method,behavior observation method,and case study method to investigate the effectiveness of geography classroom teaching in Dechang county,Liangshan Prefecture.Based on the understanding of the concept and characteristics of effective teaching and the basic education characteristics of Liangshan area,this paper investigates the teaching content,teaching methods,teaching process,teaching evaluation and teaching results of junior middle school geography classroom through questionnaires and behavior observation.It is found that the main problems are as follows: the status of teachers and students is deviated,and teachers are still the mainstay;the status of teaching methods are single and tend to the traditional teaching mode;group cooperative inquiry is a mere formality with little effect;classroom questioning lacks guidance,interest and expansion,which is difficult to stimulate interest in learning;teachers' teaching skills are simple,and professional quality needs to be improved;the quality of classroom work is low,the form is single,and the evaluation is insufficient;emphasis on book knowledge teaching,but emotional education and practical ability training are neglected.Finally,in view of the problems found,through consulting relevant literature and combining with the actual situation of local minority education,this paper puts forward the following main solutions:change the role of teachers,and shape a new relationship between teachers and students;rational use of multimedia and flexible teaching activities;Strengthen classroom management and promote mutual restraint between students;carefully formulate questions and ask questions at different levels;organize teachers' learning to improve their professional quality;scientifically design classroom exercises and diversify evaluation forms;Pay attention to emotional education and cultivate students' practical ability.