Application Research Of Middle School Geography Teaching Method

New curriculum reform in our country has entered the stage of teachingcomprehensively, the implementation of the curriculum standard, it is particularlyimportant to strengthen teaching, and teaching method improvement about theteaching reform of the overall goal of the implementation. The application research ofquestion teaching is of great theoretical and practical significance under thebackground of innovative education, the new curriculum reformation and the subjectdemand. The question teaching method is believed to be a method that involves theproblem solving as the key point, the full mobilization of students’ enthusiasm andsubjectivity as the premise, the development of students’ thinking and creative abilityas the core and teaching students how to learn as the purpose.In this paper, the new curriculum reform is used as the research background. Theconnotation of question teaching method and its research history, procedures of thequestion teaching method, teachers raise situational questions, the question teachingmethod lets students actively participate in the class and fully mobilize the enthusiasmand subjectivity of them, cultivating students’ thinking and creative ability through thedifferent levels of questions. teachers inculcate students to raise questions threeoperating procedures and implementation status and strategy are studied through themethods of questionnaire, interview and case analysis etc. The paper is divided intothe following six parts.The first part is the introduction, which introduces the advantages andshortcomings of traditional teaching method and raises the question teaching method.It also expounds the origin of the question teaching research both at home and abroadas well as the meaning, significance and innovation of the question teaching methodand finally introduced the research method.The second part expounds theoretically the question teaching method,introducing the theoretical foundation of the question teaching method: the cognitivetheory, behaviorism theory, humanistic theory. Theories of the above provide theoretical support for the research of the question teaching.The third part focuses on the operating procedures of the question teachingmethod, that is, the questions is firstly raised directly by teachers under the guidanceof whom the students solve the problems. Then teachers raise situational questionsand guide the students to group to make cooperative inquiries through the creation ofthe problem situation and question scenarios, and in this course provides students withgeneral procedures when inquiring problems, i.e. problem raising—problemanalyzing—problem solving. Finally, teachers inculcate students to raise questionsand teach them the method of raising questions as well as create the environment andopportunities for students to raise questions.In the fourth part, the status of implementation of question teaching methods ingeography teaching in middle schools is surveyed. According to the analysis of thequestionnaires and interviews directed to teachers, the problem of question teaching ingeography teaching in middle schools is summarized.The fifth part expounds the specific implementation strategy of question teachingmethods: first, change the educational philosophy, i.e. construct an open, liberal, equaland harmonious class. Second, establish and develop good relationship betweenteachers and students. Third, make different levels of elaborate problems. Fourth,establish an open way of evaluation.The sixth part is the conclusion. The application research of question teachingmethod can provide reference for transforming the teaching way and promotingteaching method.