A Research On The Connect Of Geography Teaching Between Senior Or High School And Junior High School

In recent years, high school students generally reflect the high school geography is more andmore difficult to learn. Even if the class can understand the knowledge, they can’t apply it in the test. Thetest scores are beyond their expectation, which lead to their fear and worry of geography. This headachephenomenon is totally different from junior school students.For junior school students, learning geography is simple things, the content of it is also verysimple, which is to easy to learn. But in high school, they feel the geography are abstract, which is toocomplex, to understand. It is generally believed that this subject is still not allowed in the high school entryexamination. So both teachers and students show their ignorance of this subject, students just drawtextbooks, and teaching content is very simple, which lead to a bad foundation for students in their juniorschool. However, in high school, the students can’t understand the most basic knowledge, so they loseinterest in geography learning. With his kind of passive state, it is apparent that the grades in high schoolgeography has become increasingly low.As the new curriculum reform, the students learn geography only in their first and second term.And their is no need for the graduate to learn it. But when they enter high school high, they must learn thenew geography. It is obvious that there is fault-age before they can completely digest the new knowledge.So how to solve the problem in the process of teaching is a very important problem for geography teachersin high school.According to the research of the phenomenon, I found that high school geography fault-age is thecause of the incoherence for high school teachers in the teaching process. In the process of research, Ifound that the mastery of the knowledge, the zone of proximal development stage theory and teachingtheory of structuralism bring me a great revelation.At present, the existing research on geography education has a history, but the basic researchersare high school geography teachers. Although there have been some experts solve this problem, still there isno obvious conclusion. Aiming at the phenomenon, I research on the domestic existing articles andsummarized them about the high school geography cohesion. Starting from the background of "join", I setan limit to the definition of "bridging". In a way of forum for teachers and questionnaire for students, this paper got the first-hand information of high school geography teaching cohesion of Henan. Throughdiscussion and questionnaire survey, the research is mainly focused on the problems and their causes inhigh school geography education. And then, I tentatively put forward the general principles and themethods to solve the problem of geography education cohesion.The innovation of this paper are two: First, changes in teaching methods, Traditional teachingmethods are cramming teaching，Along with social progress and scientific and technological developmentin urban schools basically using multimedia teaching, but even more attractive to students in themultimedia class is not very big, which requires teachers to make changes in teaching methods, the use ofmultimedia on the basis of teaching, teachers using landscape pictures in class, setting doubt attract theattention of students. Second, to slowly develop students’ geographic thinking skills, build mind maps,geographic thinking learning geography have to build mind map can help students solve a large part of theproblem.