Study On “Student-oriented Education” In High School Geography Teaching

“Student-oriented education” was proposed by Professor Guo Sile of South China Normal University. The core idea is student-oriented, life-oriented, and growth-oriented. Student-oriented education is all for the students, for all of the students, and for all the students; education should be based on the students’ learning needs, and what to teach is determined by what the students need to learn, and the ultimate goal is the overall development, active development and sustainable development of the students; life-oriented education is to regard the students as real individuals, so their life can colorfully bloom; growth-oriented education is to promote the lifelong growth of people, so that all life can grow naturally and healthily.In this new round of curriculum reform, the dominant position of student learning is put in the first place, and teachers are required to not only focus on imparting knowledge in teaching, but also to pay attention to the improvement of students’ comprehensive quality and their own initiative and innovation. To achieve true quality education, students must be made masters of the classroom, so that they can take the initiative to participate in the education and teaching practice in schools in order to stimulate their interest in learning and their motivation. With the relevant curriculum reform policies promulgated by the state, the current round of curriculum reform is gradually going from theory to practice, from experiments to the depth, and into our every class.Based on personal experience in the practice of education and teaching and continuous learning of related theories, the author found that “student-oriented education” theory proposed by Professor Guo Sile agreed quite well with psychological and physiological characteristics of today’s high school students, conducted a preliminary study on the implementation of student-oriented education in high school geography teaching from both the theoretical and practical aspects combining with the favorable condition of his own high school geography teaching and referring to the results of previous studies, carried out positive practice in stimulating the students’ enthusiasm for learning and achieving full participation and overall participation and all-out participation in class, and did a humble contribution to the development of high school geography teaching.This dissertation consists of six chapters.Chapter1 It mainly analyzes the significance of student-oriented education for high school geography teaching and research based on some requirements of the “Full-time High School Geography New Curriculum Standards” and makes a description of the philosophy, theoretical basis, connotation, and application status of student-oriented education through studying and analysis of both domestic and foreign relevant theoretical writings.Chapter2 It mainly questions the “teacher-oriented” situation in current geography classroom teaching, gives the problems caused by “teacher-oriented” education, and summarizes the reasons for this phenomenon.Chapter3 It mainly clarifies the connotation and significance of student-oriented education after explicating various problems of teacher-oriented education.Chapter4 Sums up the four ways that implementation of student-oriented education in high school geography teaching should follow, combining with teaching practice.Chapter5 The author sums up three classroom teaching programs of new lessons, review lessons and activity lessons of implementation of student-oriented education in high school geography teaching based on his actual teaching practice and gives a specific example for reference whose content is selected from one chapter of high school geography curriculum of Hunan Education Edition.Chapter 6 It is about the problems teachers should think about in the process of implementing student-oriented education.