High School Geography Teaching Cohesion Under The Background Of New Curriculum Reform Strategy Research

As is known to all, education is a systematic project.There will inevitably be someproblems for the transition from one stage to the next stage of education. At thepresent,education is generally divided into large, medium and small, early childhoodeducation.Students in a different school, combined with the transition between differentperiods is the convergence of education. Of course, the situation of convergence which isexisted between the various learning segments varies. With the deepening reform of teachingjunior and senior high, convergence issues and junior high school geography teachingincreasingly become the focus of community concern.In teaching Freshman geography in high school,both teachers and students feel difficult toteach. Geography,a non-examination subject, is not open in the third grade, so students laid apoor foundation because they don′t pay attention to it.Due to current situation of theeducation system, geography teachers have fewer opportunities for mutual learning betweenthe middleschool and high schoolgeography teaching, especially in high school geographyteachers rarely have the opportunity to learn geography teaching in junior high school, highschool geography teachers can not lead to good learning methods, techniques, etc. to guidingstudents to quickly adapt to high a geographical study. Comparison of high school and juniorhigh school geography geography, knowledge and capacity requirements, multiple teachingmethods, methods have large differences, if the student is not a very good transition, it willproduce a great span of sense. From this, the teaching interface issues between middle andhigh school geography is an objective reality.Currently, there′re many works studingconvergence problem of geography teaching middleand high school under the new curriculum reform, but most are in discussion and explorationstage, instead of forming a complete theoretical basis and practical model system. This topicwill combine theory and practice, contact geography teaching junior high and highschoolShouguang actual situation, to explore the interface between middle and high schoolgeography teaching.The first step of this article to refer to large number of documents, the system convergenceeducational research to understand the status quo at home and abroad and following the consolidation induction, systems theory, cognitive theory, the theory of cognitive developmentstage, zone of proximal development, cognitive theory found some relevant education andpsychology theory of meaningful learning theory teaching junior and senior high convergenceof research has important implications for the role. Based on the research literature on thedefinition of the concept of convergence of education, pointing out that middle and highschool geography teaching background and definition of convergence. Secondly, through aquestionnaire survey on the city’s Sacred School, Shouguang first secondary school two highschool classes and bridge a two secondary schools, two junior high school two days overseastwo classes of students and teachers conducted a questionnaire and on the part of students andteachers were interviewed to understand junior high school students interested in geographylearning, motivation, goals and geography to grasp the extent of knowledge, teachers of juniorhigh school textbooks grasp, teaching methods and attitudes of non-intelligence factors forstudents training, etc., in order to understand the status of middle and high school geographyteaching convergence and explore reasons. Finally, through the investigation and analysis ofShouguang City middle and high school geography teaching convergence, convergenceexplore middle and high school geography teaching strategies, so as to realize a smoothtransition at the beginning of high school students learning geography, eliminating the span ofa sense of geography teaching efficiency and improve the teaching level of high school.