A Study On The Application Of Learner 's Learning In Junior Middle School Geography Teaching

Based on the relevant teaching theory and teaching practice of middle school geography, this paper mainly discusses how junior high school students study in an autonomic way and explore independently under the guidance of teachers, turning passive learning to actively discovering learning in order to develop students’innovating awareness about geography and self-learning ability. The main problem the paper intends to solve is to find a way that a teaching mode about the guided learning for learning plans is implemented in geography class of junior high school. Meanwhile, its operation and practicability will be tested and revised in practice, aiming at not only the pertinence and effectiveness of geography teaching in junior high school, but also providing the theoretical basis and practical guidance for the reform of geography teaching.The paper is divided into five parts. Part1firstly introduces the researches about a teaching mode of’Learning Plan Guidance’, and its background information&significance in a systematical way. Based on this introduction, it sketches out the existing researches home and abroad about that teaching mode and some successful experience, then draws a conclusion and gives a further explanation about the research content and method of the paper. Part2illustrates the theoretical basis of that teaching model and focuses on its connotations and characteristics from the perspective of humanism, constructivism, meaningful learning theory and Vygotsky’s’Zone of Proximal Development’. Part3presents the implementation of that teaching mode, focusing on how to design and write the learning plans. Based on the investigation about the present situations of junior high school geography teachers and students, and the statistical analysis of data, this part arrives at a conclusion that it is both urgent and imperative to carry out that teaching mode in middle school geography teaching. Moreover, combined with the specific teaching cases, this part systematically discusses the implementation principles and process of that teaching mode. Part4makes experimental researches on that teaching model and makes an analysis and evaluation of its effects. It designs experimental research approaches, and select eligible classes in junior high school to conduct experimental research in order to verify the teaching effects of that teaching mode. At the same time, this part discusses the functions performed by that teaching mode:improving middle school students’academic achievements of geography, and cultivating their learning passion for geography and self-learning ability of geography. Part V concludes the paper and lists some problems for further discussion.