Research On The Effectiveness Of Geographical Situational Teaching In Senior High School

In 2001, the Ministry of Education issued a "Basic Education Curriculum Reform(Trial)", launched a new round of curriculum reform leather. The new curriculum reform to change the past students passively accept the status quo of knowledge, encourage students to actively participate in the classroom, to be diligent hands, willing to explore and explore the process of continuous students’ ability to analyze and solve problems of cooperation and exchange capacity. Under the new curriculum background, geography teaching by the majority of the geographical situation of teachers seriously and constantly put into practice. However, geography teachers in the use of situational teaching encountered many problems, such as the creation of centralized import stage situation, situation creation cursory, formality, etc., can not be achieved effectively creating teaching situation of teaching, improve teaching effectiveness, teaching situational play real role. In this article, the author mainly in conjunction with their internships in teaching practice, and a lot of access to relevant documents, and the survey results were analyzed by high school geography teaching situational low effectiveness reasons and countermeasures. The full text is divided into six parts:The first part is an introduction, describes the situation teaching and research background, current research, summarizes the current situation of the geographical situation of teaching effectiveness, explained the significance of this study from the theoretical and practical aspects.The second part is the definition of the relevant concepts, introduces the connotation context, situational teaching connotation, connotation situational teaching geography and geographical connotation situational teaching effectiveness.The third part is the theoretical basis of this study, including the theory of cognitive and emotional interaction, humanistic learning theory and constructivist learning theory.The fourth part is about the current situation of high school geography situational teaching effectiveness survey, were made based on student and teacher surveys investigation. From students, teachers learned two angles in high school geography teaching process, the implementation of situational teaching effectiveness.The fifth part of the geographical situation of teaching effectiveness in the implementation process were lower attribution analysis, analyzed three aspects: context concentrated in the "prologue" stage, the creation of an inappropriate situation, the effectiveness of small, teachers create teaching situation Literacy needs to be improved.Part VI describes enhance the effectiveness of teaching high school geography situational strategies, mainly from the various teaching in high school geography class create effective situation, the creation of different types of teaching situation, strengthening the geography teachers to learn about the situation of teaching three perspectives are discussed.