Research On The Geographic Experimental Teaching Value Based On Three-dimensional Objects

<The Basic Education Curriculum Reform Outline> proposes in the training objectives of curriculum that students should be the owner of the initial initiative spirit, manipulative ability, scientific literacy, the humanistic quality as well as environmental awareness, which indicates the training of these basic qualities have been drawn more and more attention. In such cases, research on the geographic experimental teaching value geographic experimental teaching is of great importance for its effective teaching methods in culturing the initiative spirit and manipulative ability of students. This paper firstly proposed some geographic experimental teaching value such as "knowledge and skills", which including being propitious to students’grasping a variety of geographical skills,"process and method", which including being propitious to students’experiencing the inquiry process of geographical science and "emotional attitudes and values", which including being propitious to students’cultivation of aesthetic taste, from the point of view of three-dimensional objects on the basis of research status at home and abroad. Secondly, the problems and blemishes such as teachers’ lack of enthusiasm to carry out the geographic experimental teaching, students’ambiguity in the geographic experimental class and schools’lack of equipment which occurred in the realization of geographic experimental teaching value and lied in the teachers, students and society was found through a survey on the achievement of geographic experimental teaching value. In order to solve the problems above, this paper put forward a collection of tactics to efficiently implement geographic experimental teaching value such as teachers’need of creating exploratory geographical experimental teaching situation and delivering initiative of the experiment to students; students’energetically participating in experiment and initiatively comprehending the aim of grasping methodological knowledge; society’s providing the appropriate geographic experimental teaching resources and training of teachers on geographic experimental teaching content. Finally, this paper validated the feasibility of the tactics proposed through empirical study and proved positive in the end.