The Application Of “1+1” Teaching Model In Geography Teaching

With the advancement of science and technology and the development of society, the world has set itself on its distinctive path towards economic globalization, networking, social intellectualization, and life-long education. Competition among countries against comprehensive strength is going tenser. Competition between countries is the competition of talent person, and talent persons’ groom depends on education. Therefore, how to develop a education system towards talents cultivation is the primitive issue. In order to foster more excellent talented people to do social work, new courses have been introduced into schools and applied in classes. Teachers with high responsibilities and creativity have been contributing their wisdom, creativity, and passion to practice the principles of new courses and explore many a new teaching methods. “1+1” teaching model is one of them.Amid the history of education, “1+1” teaching pattern was born. It believes in teacher-leading and student-oriented teaching pattern and pays highly attention on individual development. “1+1” means teacher plus students, which reflect that teachers only play a role of guide and don’t interfere too much into students studies. Thus highlights student’s core role in lass. The main content of “1+1” : first, “1+1” in study : self learning +self demonstration; second, “1+1” in self learning: study along +group discussion; third, “1+1” in self demonstration: self demonstration +self reflection; fourth, “1+1” in study experience: successes and emotional feelings.Along the ceaseless developing history of education, new ideas, new cognitions and new feelings on it is flowing out constantly, which contribute a lot to de advancement of teaching patterns. People’s conception changes along with the changing society, so does teaching patterns. They have taken on a new appears with distinctive characteristics. Each teaching model has merits and demerits relatives,which is required to be improved according to different teaching situations. In the process of practice, we need to inject novel energy into “1+1” teaching patterns in accordance with teaching content and teaching context to serve both teachers and students well.This paper consists of five parts. The first part is study background to introduce recent studies on this topic and creativities entailed in this article. The second part talks about theories concerning “1+1” teaching pattern including its concept, theory foundation, main characters, operational procedures, teaching strategies, and reforms in geography teaching. In the third part, the application of “1+1”teaching model in geography, the use of guiding cases and the success and shortcomings in practice are mentioned. The fourth part mainly introduces measures to improve “1+1” teaching pattern in geography teaching. The last part is the conclusion part of the whole article.