Research On The Implementation Of Geography Experimental Teaching In High School

The development of times and the advancement of society require our education topay more attention to the training of students’ competence. With the further implementof the course reform, the new curriculum standards of geography advocate that teachersguide students to do some autonomous learning, cooperative learning, and inquirylearning. At the same time, we should initiate some practical activities such asgeographic observation, geographic practice, geographic inquiry, geographicdiscussions, and so on. All these points are more advanced compare to the former ones.They lay a solid foundation for the experimental teaching of geography and they areready to embrace a new era for geographic teaching.Using literature method, interview method, experience summary method, theauthor classified high school experiment of geography and chose the experimentalcontent, designed and apply high school geography project, evaluate the results of theexperimental teaching of high school geography study. This paper can be divided intotwo parts.The first part includes chapter one, chapter two and chapter three. That is,introduction, literature review and theoretical basis. Chapter one mainly expoundsresearch background, the research purpose and significance, the methods and the ideasof this research. Chapter two expounds the research status home and abroad ingeography experimental teaching. Chapter three, the theoretical basis for research,defines some important concepts mentioned in this article, and lists some importanttheoretical basis of this study, that is teaching principle of "learning by doing",constructivism theory, cognitive structure migration theory and discovery learningtheory.The second part includes the rest of the four parts in this paper, chapter four andchapter five, which are the core chapters of this paper. Chapter four mainly discussesthe classification of high school geography experimental teaching, then I put forward my own classification method and classification and lists teaching project in high schoolgeography experimental teaching. Chapter five expounds the different types ofimplementation mode of experimental teaching design by putting forward theimplementation of high school geography experimental teaching mode. With the help ofa case based on the high school, this chapter explains the geography experimentaldesign method and the type, the design of the geography experimental steps, and theevaluation of geography experimental results. Besides, this chapter expounds theevaluation of geography experimental teaching results respectively from the aspect ofstudents and teachers. The author has designed a series of geography experimentalteaching evaluation system and evaluation scale, by using specific evaluation method;finally achieve the goal of evaluating students. Chapter six is the restricted geographicalfactors of experiment teaching in high school and chapter seven the research conclusion.Through the study of this article, carrying out geography experiment timely andeffectively can not only increase students’ interest in geography learning, enhance thestudents’ geographic cognitive ability and understanding ability, but also is conducive tothe cultivation of the students’ divergent thinking and operation ability, and finallyachieve the purpose to improve students’ academic performance. But we also need torealize that geographical experiment, as a new thing, still is not accepted generally.Besides, it has some restraining factors yet is to be further developed and improved. Ihope that the first-line teachers can devote themselves into the study of geographyexperimental teaching in and the development and implementation of the geographyexperimental teaching.