A Study On The Optimization Strategy Of Geography Review

High school geographical reviewing class as an important component of high school geographical teaching is of vital significance to the preparation of the final college entrance examination. A good geographical reviewing class not only benefits students’ systematic study of geographical knowledge based on comprehension and integration, but effectively elevates their exam performance as well. Along with the implementation of the new curriculum reform, high school geographical reviewing classes pay more attention to nurturing students’ abilities by revising teaching methods for a more effective class. This thesis, through investigations on the current problems facing high school geographical reviewing classes, proposes several optimizing strategies.Taking the proposal of optimizing strategies as its theme, this thesis,through a systematic overview on the textbook(compulsory volume 1, published by Shandong educational press) and a variety of documents, provides an evaluative analysis to six concrete teaching demonstrations in terms of the hydrosphere and water circulation, the formation of the Karst landform typified by the landscape of Guilin, the landform of the lithosphere, weather and climate of the atmosphere, human beings and natural disasters(ig. flood), and the geographical significance of the rotation of the Earth. Methods such as point rating, comparative analysis of the former and latter teaching practices, and Flander’s analysis were applied in the research on the effectiveness of high school geographical reviewing classes in seeking for a concrete and applicable evaluation of the case analysis on teaching practices. Through this research, several conclusions can be drawn:Firstly, there exists some prevailing problems in high school senior one geographical teaching in five middle schools in Kunming which are demonstrated by our results of questionnaire investigation. Specifically, the problems include: students’ lack of interest for the autonomous teaching materials, insufficient guidance to the nurturing of learning strategies, perceived difficulty in comprehension due to students’ weak knowledge foundation, and moreover, as the few reviewing classes are loaded with massive knowledge content, teaching mainly focuses on form which do not often lead to students’ good response.Secondly, this thesis through evaluation and analysis of the several teaching episodes of high school geographical reviewing classes, points out the manifestations of the classroom performance and management behaviors of the ‘effective teaching’: for example: enhancing teacher-student interaction, cultivating abstract thinking, performing student-initiated teaching and adopting a communicative teaching method. Through case analysis of the geographical reviewing classes, several prominent problems are drawn: including the passive learning pattern due to inadequate interaction, several deficiencies in the teaching design, improper uses of the multimedia and overemphasis on the quantities of training exercises.Thirdly, based on the evaluative analysis, this research proposed several concrete optimizing strategies, and to make it specifically, include: allocating classroom time properly in accordance with the important and difficult point of teaching, cultivating students’ spatial thinking abilities which aids their understanding of specific graphs, integrating teacher-student interaction in classroom activities, elevating teacher flexibility in improvisation towards better classroom management practices, enriching classroom activities by careful planning, and conducting in-time reflection to improve general teaching quality. Optimizing strategies initiated in this thesis are of vital importance to elevating teaching qualities, but several limitations still exist. So this article, while admitting its own deficiencies, proposed in the final part several suggestions of the future researching possibilities on this topic in terms of the effectiveness and methodology of the evaluation of high school geographical reviewing classes.