An Exploratory Research On Stratified Teaching Of Geography In Senior High School

Holding Xinjiang Class is an important strategic measure that is for the party central committee and the state council to consolidate the frontier stability. As there are many regional differences in Xinjiang education conditions, the students who were selected from all over Xinjiang are different in the basis of learning. Variable quality and serious polarization have brought certain difficulties for the teaching of Geography in senior high school. Geographic curriculum in senior high school is the main channel to cultivate the students’ Geographic literacy and the concept of sustainable development. Stratified teaching which is based on differences is an effective way to solve the contradiction between collective class teaching and individual teaching. In order to implement the core idea of the new curriculum standard "student-centered, for all the students, for the development of each student", stratified teaching of Geography in Xinjiang Class is very important.This paper analyses connotation, types, theoretical foundation of stratified teaching, then takes Xinjiang Class as a case study, and does research on stratified teaching of Geography in senior high school. Firstly, the paper demonstrates the feasibility and necessity of Geography stratified teaching in Xinjiang Class. Through the analysis of collected data on geographical knowledge, this study summarize the factors that affect student’s Geography grades by questionnaire, interview, observation and other methods.Secondly, the paper introduces relevant theory and inter-external experiences of Geography stratified teaching. According to the characteristics of students, the author tries to formulate some strategies of stratified teaching for Xinjiang Class. On the one hand, the paper constructs the practical teaching system which consists of the teaching goal, class teaching, homework, and teaching evaluation. On the other hand, the author helps students create positive emotions. The study suggests that geography teachers should value the work of moral and help students overcome the anxieties. It’s also important to stimulate learner’s enthusiasm and interests, maintain his motivation.