Research On The Lead-in Of High School Geography Class Based On Effective Teaching

The implementation of the new curriculum reform has promoted the continuous innovation of teaching concepts,and classroom teaching,as the main forum for deepening the new curriculum reform,has undertaken the important task of cultivating students' all-round development.And class lead-in is an important part of improving teaching effectiveness as the beginning of the class teaching process.However,there are still some ineffective behaviors in high school geography class lead-in.To enhance the efficiency of teaching and learning,this paper examines the lead-in of high school geography class from the perspective of effective teaching,discusses how to avoid ineffective teaching behaviors,and expects to explore strategies and ideas for high school geography class lead-in.This paper uses literature research,questionnaire survey,classroom observation and case study methods to conduct research based on effective teaching,advance organizers theory and learning motivation theory.By combing through the relevant studies on the lead-in of high school geography class,it is found that there are few studies on the lead-in design based on the difference of lesson types;and the focus of lead-in is different for each lesson type,so after proposing strategies,this paper puts forward ideas and case studies on the design of lead-in for common lesson types and analyses their effectiveness.The research results are as follows.Firstly,the connotation and theory of high school geography class lead-in in the context of effective teaching are clarified.Through literature research,the progress of research on the lead-in of high school geography class is sorted out,the concepts of geography class lead-in and effective teaching are defined,and the principles and common methods that should be followed in geography class lead-in are organized.Secondly,the current situation and problems of the implementation of the lead-in of high school geography class were investigated.The survey was conducted from two perspectives: questionnaire survey and classroom observation.The survey found that there are still some problems affecting the effectiveness of the lead-in process: the time was unreasonable and the connection was not smooth enough;the method lacked variation and did not match students' preference;the content was repetitive and lacked value guidance;teachers paid insufficient attention and lacked the ability;some students were not motivated and their subjective initiative was weak.Thirdly,the lead-in strategies of high school geography class based on effective teaching are proposed.Based on theoretical foundations and implementation dilemmas,this paper proposes optimal strategies for enhancing the effectiveness of lead-in: control time and improve efficiency;clarify the objectives and choose methods flexibly;focus on realistic material and reflecting subject thinking;improve teaching skills and attach importance to reflective summaries;focus on all students and give full play to subjective motivation.Finally,the teaching examples of high school geography class lead-in based on different lesson types from an effective teaching perspective are designed.Explains lead-in ideas and designs lead-in examples for four common lesson types in high school geography,and provides empirical analysis.The lead-in of new lectures gives teachers the greatest room;the lead-in of lecture classes proposes three ideas of introduction from the presentation of errors in classical questions,to the extension of test questions,and then to the breaking with questions in similar questions;three ideas are proposed for the lead-in of revision classes,such as showing key points of exams,drawing maps on the blackboard,and creating thinking maps;the lead-in of introductory lessons is related to the formation of the first impression of the subject,and the ideas of self-introduction and context creation are proposed.This study is intended to provide some reference for the design and implementation of class lead-in for geography teachers in the future.