A Study On The Strategies Of Geography Classroom Design In Senior High School

High-quality questions play a leading and transitional role in classroom teaching. In order to improve the classroom teaching effect, it is important to have some relevant researches on the designing of questions in class. The purpose of this study is presented the approach for the observation scale in the senior Geography class based on the valid characteristics of the questions and the theories on cognition, constructivism, humanism and the zone of proximal development(ZDP). Furthermore, analyses the status quo of the designing of questions part in the Geography teaching in senior highs according to the author’s observation and analysis.The research results show the shortcomings of the designing of questions in senior Geography are as follows:memory-oriented questions without high-cognitive ones; well-structured questions lacking lively situations; lack of inspiration, probe and creativity; too many detailed questions without systematic and core questions; insufficient preset questions; random questioning; lacking creation; key-centered and knowledge oriented; neglecting thinking and human nature; emphasizing the concept of question-designing but lack of action and reflection.Based on the analysis of the current situation and combining the features of the subject of Senior Geography, this article puts forward an applicable designing procedures for Geography teaching. To gradually improve the abilities to questions on the basis of macrocontroling the designing targets and microanalysing the details in designing the questions, teachers can follow the process of orientating the goals, determining the key points, creating situations for the questions, defining the cognition, figuring out how to express the questions and presetting the effective inquiries about the questions. While designing the questions, the teachers should strengthen the reflection on the questions and communications with colleagues. Only in this way can a teacher come to the formation of high-quality questions.