Under The Background Of New Curriculum Reform, The Research And Practice Analysis Of Participation Approach Used In Senior Geography Class

Under the background of new curriculum reform, how to successfully carry out the senior high school geography classroom teaching has been widespread concern and research. The new curriculum standards made it clear that to create a flexible, open geography classroom atmosphere, and advocate cooperative, autonomy and exploratory of students learning. Participatory teaching use the requirements of the new curriculum reform as a starting point, efforts to create a harmonious, equal and democratic classroom atmosphere, in order to adapt to the age, the psychological characteristics of senior high school students. Focus on students’ autonomous learning, let learning at different levels and with different personality traits of students can voluntarily participate in the classroom activities. Participatory teaching emphasized in the process of teaching, teachers and students through sufficient communication in order to achieve the objectives of the mutual promotion and common progress. Therefore, participatory teaching has put forward higher requirements for teachers and students. At present, the application of participatory teaching in the high school geography classroom still exist many shortcomings, research and practical analysis in geography classroom teaching for participatory teaching considerable theoretical and practical significance. The teaching idea of participatory teaching has the same strain with constructivism, humanism and cooperative learning theory, the study of the topics and the use of the results, not only can transform teacher’s education idea, promote the geography new curriculum reform, but also play a very important role on the growth and development of students and teachers.Under the guidance of relevant theories, this paper through literature study and questionnaire survey, analyzes the situation of teachers develop participatory teaching and the students’awareness and ability of participation in high school geography classroom, reveal the existing problems, put forward optimization measures, and propose the concrete application way of participatory teaching in high school geography class with typical examples. This article contains a total of six chapters:The first chapter:introduction. Discuss the basis and necessity of participatory teaching in high school geography teaching and this paper’s research ideas, methods and significance. The requirement of new curriculum reform, geography teaching content, the writing of the new teaching material provide the strong basis for the development of participatory teaching in high school geography teaching. The research of this subject, aimed at transforms teachers’educational idea, promote and deepen the teaching reform, improve students’learning methods, improve learning efficiency.The second chapter:review of participation teaching, including the connotation of the participatory teaching, theoretical basis and research progress at home and abroad. Through the literature research, it is found that the participatory teaching has a very rich theoretical basis. Under the guidance of many educational theories, compared with the domestic and development of the participatory teaching, and put forward the optimization measures. Through the questionnaire and interview survey results, summed up the current implementation of the participatory teaching in high school geography class has the problem of teachers’perception of participating teaching is difference significantly, teachers’overall understanding of participatory teaching degree is not foreign research status of participating teaching, found that at present domestic research on participatory teaching is still in the initial stage, theoretical research is not deep enough, should combination of qualitative research and quantitative research on the based of Strengthen theoretical research. Furthermore, the application of participatory teaching in high school geography teaching is less research, subject pertinence is not strong, therefore, and this research has a certain reference value and guidance.The third chapter:an investigation of the current situation of Geography teachers and students’participation consciousness and ability in high school geography classroom. The object of the study is mainly aimed at teachers and students in senior high school of Nanning, the survey involved a total of six demonstrative high school and ordinary high school. In terms of teachers, mainly from the teachers’ understanding and attitude,organization and application of participatory teaching, as well as the teachers in the implementation of participatory teaching encounter problems and obstacles in the process of three aspects were investigated. In terms of students, mainly from the students’ participation awareness, participation status in the geography classroom, evaluate the effect of participatory teaching and the proposal for teacher in four aspects of the investigation and analysis.The fourth chapter:to summarize the problems existing in the high, teachers ignore students’ differences, teaching ability needs to be strengthened and evaluation methods has not changed, and try to propose optimization measures to increase teacher training targeted, improve teachers’ awareness of the participatory teaching, improve the ability of teachers individualized, improve teaching ability and reform evaluation methods.The fifth chapter:the typical participatory classroom teaching case analysis. In PEP Geography Book One(Compulsory) select two hands-on lessons, lists the specific application methods of the typical participatory teaching method:group cooperation method and situation creation method, and illustrates the implementation effect of participatory teaching in high school geography curriculum.The sixth chapter:conclusion. Participation in teaching can be smoothly carried out, in addition to the key factors of teachers, but also needs the school, family, social three aspects of the active cooperation. With the deepening and development of the new curriculum reform, participatory teaching will stand out in a variety of teaching model and maximize its value in the process of promoting the all-round development of students’ self quality.