Study On The Application And Evaluation Of The Teaching Mode Of "Learning Plan Guided Learning" In High School Geography Teaching

The continuous promotion of the new curriculum reform has put forward different requirements for students,and in today’s ever-developing era,if students still learn passively according to the previous way of mainly relying on teachers’ lectures,they will lack autonomy and enthusiasm and will easily be at the bottom or even eliminated after entering the society.Therefore,how to change the teaching style and conduct efficient "teaching" and "learning" has become a problem that teachers and students must solve.After years of research and practice,the teaching mode of "learning program" has been affirmed by the majority of educators.In today’s widespread use of "study plan" for teaching,there are still some issues worth studying in the "study plan-guided" teaching mode: how to implement the "study plan-guided" teaching mode around high school geography? How to implement it? What is the effect of teaching in high school geography classroom? In what ways does the "project-based" model improve students? What are the problems of this model? All these questions have to be answered in practice.The author hopes that this paper will enrich the theoretical study of the teaching mode of "learning-by-doing",implement the goal of cultivating core literacy in geography,improve teachers’ educational teaching ability,and provide reference for high school geography teaching.In this paper,a comparative teaching experiment was carried out in the first grade of Jishou First Middle School,using the "learning-by-doing" teaching mode and the traditional lecture teaching mode.After a period of time,the results of the four joint examinations collected under different teaching modes were analysed to compare the differences in academic performance between students in the experimental and control classes.A questionnaire survey was also conducted to find out the students’ acceptance of the "learning-by-doing" teaching mode and to analyze the impact of the implementation of this teaching mode on students’ interest in learning geography,independent learning ability,inquiry learning ability and cooperative learning ability.The ultimate goal is to use the data analysis as a basis to understand the effect of the implementation of the "learning-by-doing" teaching mode among students with poor foundation and the possible problems,so as to provide some reference for improving the teaching method.The interview method is used to fill in some "gaps" that inevitably appear in the questionnaire survey,by interviewing students in the implementation of the "learning-by-doing" teaching mode,to grasp more detailed experiences of students in the teaching process,and to gain a deeper understanding of The study also aims at understanding the practical application effects and shortcomings of the "learning-by-doing" teaching mode.On the basis of summarizing previous experiences and combining with my own teaching practice,this paper proposes that the high school geography study plan consists of "pre-class study plan: learning objectives,pre-study contents,my doubts","in-class study plan: inquiry study,independent summary,in-class test" and "after-class practice"."After-class exercises" are composed of three major parts.The implementation of the "project-guided learning" teaching mode in high school geography classroom includes "distributing the project,pre-study according to the project","pre-study feedback,try to solve doubts","cooperative investigation,solve problems","Cooperative inquiry,problem solving","pointing out and lecturing,summarizing","independent summary,induction and perception","in-class testing,timely feedback " The seven basic procedures are "complete the exercises and consolidate and improve".By teaching experiments and research studies,we found that the teaching mode of "learning by study" has achieved obvious effects in the practice of high school geography teaching,mainly including: improving students’ performance;stimulating students’ interest in learning geography and improving their motivation;optimizing the teaching process and improving the effectiveness of geography teaching;improving students’ independent learning ability;cultivating students’ inquiry learning ability and cooperative learning ability;and promoting teachers’ ability to teach.The effectiveness of the implementation of the teaching model includes: improving students’ performance;stimulating students’ interest in geography;improving the effectiveness of geography teaching;improving students’ independent learning ability;cultivating students’ inquiry learning ability and cooperative learning ability;promoting the role change of teachers and students and establishing a harmonious teacher-student relationship.However,at the same time,there are several problems,such as the limited time after class,the quality of completing the lesson plan is sometimes difficult to guarantee;some students’ independent learning is forced;there are limitations in the development of classroom inquiry learning,and targeted suggestions are made to promote the application and promotion of the "lesson plan-guided learning" teaching mode.