Question Guiding Study On Geography Teaching In High School

With the curriculum reform, teachers’teaching pattern and the learning pattern of students is the key to student learning. Issues question guidance to the elaborate " question groups" as the carrier, the students’thought processes, through teacher guide with a purpose, students are constantly rethinking the thinking and thinking processes and outcomes in the form of speaking, writing, painting. This article in conjunction with the reform of basic education (introduction) and senior middle school new geography curriculum, pedagogy, educational psychology and curriculum and teaching theory of geography as a guide, combined with surveys and actual classroom teaching experience, to question guiding learning in high school geography (compulsory, for example) in the application and implementation of research. This paper consists of five parts:First part of the main background and significance of this study and research at home and abroad, researching ideas for a paper;Part Ⅱ focuses on issues related to the theory, including problems of definition and classification, the problem definition and characteristics of the learning guide, while, Ausubel’s cognitive learning theory of constructivism and theory of zone of proximal development as described in the rationale;Part Ⅲ targeting at teachers on their questionnaires, analyze learners in geography classroom teaching in senior high schools:current status of application and find the problems and analysis of their causes;Part four issues were raised by the above analysis guiding design principles and strategies.Questions guiding learning design initiated mining fit of geographic content, with the compulsory cases have been described in this article.Furthermore Questions designing is the basis of the Questions guiding, subject to scientific, adaptability, gradient, guidance and on its background as four principles. Design issues can be in following policy,(1) the curriculum based, according to the teaching goals and methods, flexible construction system, including longitudinal and horizontal system problem system,(2) use a combination of problems and situations, and mining issues in the situation, in the question into context. Question design issues were made on the basis of section v links and strategy of implementation of the learning guide.Questions guide learn of implementation has can for operation of process, in implementation of process in the, can comply with following policy,(1) students of thinking needs sufficient of time, so teachers needed flexible application waiting time, promotion students of thinking;(2) students for teachers questions of answering, teachers needed flexible should, and giving pointed of evaluation;(3) questions guide learn of implementation needs must of material for support, and students total of information as fills Atlas and textbooks is teaching of best material, Teachers needed in not limit students thinking of premise Xia, according to different of teaching target and learn love on its for in optimization and again processing;(4) in questions guide learn in the, questions more comes from students, and students of questions can makes in classroom Shang clear made of dominant problem, also can is class Hou implied in students job in the of problem, teachers to attention implied in students thinking in the potential of problem, through help students left thinking of traces, training students found problem of problem and analysis settlement problem of capacity.Part V, the author drew the conclusions of this study, analyzed in this study the inadequacies and limitations that exist, and further prospects for prospects for future research.Hope the above studies can be applied to the questions of learning in high school geography provides some guidance.