The Study Of Content Coherence In Geography Teaching In Middle School

Geography learning has always been a systematic process especially in middle school courses, which leaves a distinctive while close relation between geography learning in Junior and senior middle school. It is indicated that a good master of junior geography knowledge enables the learners to smooth their further geography learning with more interests. To better students’ senior geography learning and improve the classroom efficiency, the author try to investigate the coherence between the teaching content in junior and senior middle school.Based on considerable documents, the author has had a knowledge and analysis about geography coherence teaching both on home and overseas, through which the study direction of this paper becomes clear. Research methods adopted here mainly include questionnaire, comparative analysis, experimental summary and Bibliographical research. In the introduction, the study background, meaning and methods are mainly presented. Then comes to the theoretical framework, including system theory, constructivism theory and zone of proximal development. The third part makes a status analysis about the geography coherence between junior and senior middle school. With the help of questionnaire, the author is able to have a comparison between the middle students’ learning methods and learning habits. Also, a research analysis about the students’ basics of geography in middle school, the coherence teaching of senior middle school teachers and its current situation will be researched and analyzed. The problems of geography coherence teaching content are revealed in the forth part. The possible factors leading to the imperfection of geography between junior and senior middle school may be geography education institution, curriculum setting, learning time, textbook arrangement, curriculum standards, textbook edition, teaching content and so on. To solve those problems put forward before, some suggestions are proposed in the next part as follows. First, the teaching system should be reformed so as to establish a good coherence platform. Second, to make the coherence content clear, teachers’ teaching awareness should be improved. Third, appropriate coherence model has to be adopted. Next, the curriculum standard and textbook should be studied in order to make elaborate design of coherence content. Also, more geography knowledge can be included in junior middle school learning process. What’s more, the sixth part involves the case design of coherence teaching. The last part comes to the conclusion in which the disadvantages of this study will be pointed out.