Reseach On The Application Of Participatory Teaching In High School Geography Teaching

As one of the teaching method to implement the new reform concept of geography teaching,and methods to implement the concept of the new geography curriculum reform,participating teaching follows the Party's educational guidelines and the requirements for the new curriculum reform.The Guiding Opinions of the General Office of the State Council on Promoting the Reform of Education Methods in Ordinary Senior High Schools in the New Era also explicitly proposes to improve students' innovative spirit and practical ability and cultivate students' sense of participation.Therefore,it is necessary to advocate the application of "participatory teaching" to geography teaching.However,the application of participatory geography teaching puts higher requirements for both teachers and students.From the current participatory geography teaching case,neither the teacher's teaching method nor the students' learning way can fully meet the higher requirements.Therefore,the author made a investigation for the application of participatory geography teaching mode in a senior middle school of Liao Cheng City,even through reading large quantity of relevant literature and field survey with the theme in "Application of Participating Teaching methods in high school geography teaching".Then the existing problems and main influencing factors of Participating Teaching in this school were found together with pertinence improvement countermeasures and suggestion.And basing on all these,the author made a teaching case design and teaching case effectiveness validation by setting up the experimental class(Adopting proved participatory approach)and comparing class(Adopting traditional teaching methods).Finally the following main results were obtained:1.Problems in Participating Teaching in the Application of High School Geography.1)School:(1)Lacking success cases of training in participatory geography teaching;(2)Insufficient attention to the cultivation of geographical practice ability;(3)Evaluation mechanism of imperfect Participating Teaching methods;(4)Improper software and hardware update or maintenance;2)Teacher:(1)Short teaching age and insufficient Participating Teaching experience.(2)Unprofessional counterpart and superficial study of the new geography curriculum standard.(3)Not strict enough on execution of the Participating Teaching mode.(4)Teachers did not pay enough attention to cultivating students ' participation consciousness.3)Student:(1)Students' lacking awareness for the importance of Participating Teaching methods.(2)Pending improvement of Students ' independent learning ability and low class participation.(3)Poor self-control ability hard to concentrate on geography class fully.2.Improvement countermeasures and suggestions on Participating Teaching in High School Geography.1)School:(1)Active carrying out for the successful case in Participating Teaching training.(2)Increase the funding input and attaching great importance to geographical practice activities.(3)Improve the evaluation mechanism of Participating Teaching methods.(4)Timely hardware and software equipment update and maintenance.2)Teacher:(1)Conduct observation teaching,and enrich Participating Teaching experience.(2)Study the new standard of high school geography.(3)Strictly implement on all links of the Participating Teaching methods.(4)Pay attention to students ' participation awareness of cultivation and implementation.3)Student:(1)Interest encouraging in learning and enhancing students ' emphasis to Participating Teaching.(2)Improve students ' independent learning and class engagement by balancing individual differences.(3)Establish a group discipline supervision and management system to enhance students ' self-control ability.3.Comparison of teaching Case of teaching cases.1)The involvement of experimental class students was significantly higher than that in the comparing class.Most of the students in the experimental class answered questions actively,and the group members cooperated and reported their group discussion results of closely,even interacted with teachers positively,while most students took all these seriously,as well as actively participated in various class activities.However,only individual students in comparing class would answer questions voluntarily,and most students need their nomination.In the process of group cooperation,only a few students were willing to cooperate with each other and actively interacted with teachers,while most students were indifferent,even the students were willing to learn only under the strict supervision and management of teachers.2)Comprehensive thought and problem-solving analysis ability of experimental class were higher than the comparing class.Students in the experimental class had a more comprehensive and systematic problem analysis ability,putting forward corresponding solutions on the basis of answering questions,even they had certain emotional values.In the analysis of the three geographical results,the geographical results of the experimental class are higher than that of the comparing class.