| Education reform development in nowadays has made extraordinary and brilliant results. A large number of outstanding educators advances wave upon wave, achieve today’s brilliance. Geography education as a subject in reform, is also undergoing, is also have many change with each passing day. Junior high school geography education as one of the important research direction, after decades of innovation, the face of today is take on an altogether new aspect.As we all known, geography as a strong regional subject, textbooks will use "local conditions", For example, the use of textbooks in Anhui province is different. For example, there are two versions: the "Business Planet Edition" and the "PEP". The version of People’s Education Press has been used widely, but the business planet’s version involves the local regional geography in Anhui Province. No matter which version,the requests of student’s learning are the same, all courses are common in break out the activities for students’ independent requirements including image while thinking, requiring cooperative inquiry, hands-on ability. Teachers should returned the main class to students, or even completely withdraw from classroom, and evaluation of classroom as a spectator, make the class really belongs to the students.For example to the emerging micro teaching and flipped classroom in the past two years,the real part of course what the teacher to explain the very few, or no, all classes are based on the center of students’ learning experience, by exploring the problem to start. This classroom teaching can not only improve student learning participation, but also reduce the burden of teachers in some ways. Currently this area is still in constant exploration, I believe this teaching model in the future will be able to get more popular. This "problem" class, in fact, is built on the top of teaching generative. This generative model have a more complex changes, not just for the generation of teaching more students but focus on geographic expertise to generate the Generative teaching is when a teacher teaching student will adjust the teaching methods and ideas according to the change of class. Such as the combination of a variety of teaching resources complete the generative teaching import, the generative teaching process and teaching generative conclusions. But this article’s interactive generation referred to highlight while teacher teaching students, the student will study based on the teacher’s teaching.The reason to use generative teaching named because of the current teaching and learning is not only an exchange of experience, is an interactive process.This paper consists of five parts, the first and second chapters were elaborated geography classroom interaction generated background, research methods, the research progress of generative teaching, related concepts and theories foundation. The third chapter is execute the generative teaching to take questionnaires in geography classroom,students and teachers interviews and analyze the conclusion, pointing out that the current problems in geography class. Chapter IV through real case highlights the advantages of generative teaching in geography classroom, proposed future research strategies. The final chapter is the discussion and conclusions. In this paper, consider the study of generative teaching in geography classroom, aim to provide teaching case study for the first-line junior high school geography classroom. |
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