The Practice Research Of The Teaching Mode Of "Two-way Three Steeps Three Checks" In High School Geography Teaching

In face of “laying down the law” of teaching method and “sleeping all time” of learning style, it is urgent to change the class teaching. Since teaching mode is the soul of class, it should be put into the first step to be changed. Under the call of the new curriculum reform, the concept of self-determination, cooperation, and exploreare adopted by many schools to reform and eliminate the negative ones of traditional class, so more and more schools are keen to explore the suitable teaching mode of. S senior high school in Hui Ning is one of them to adopt “Two-way Three Steps Three Checks” teaching mode.Based on the related literature of teaching mode at home and abroad, the study adopts “Two-way Three Steps Three Checks” teaching mode for my four classes for one semester through experimental study. In addition, classroom observation, interviews and case studies are used to sum up the implementing procedure and problems of the teaching mode adopted in geography class. The study also analyses the successes and shortcomings of the mode's applications in geography teaching.The study shows “Two-way Three Steps Three Checks” teaching mode can improve students grades, arouse the enthusiasm of learning, enhance learning confidence and study interest to geography, improve autonomous learning ability, set up the consciousness of cooperative learning, especially enhance the students' interpersonal skills and communication ability. But there are also many problems of this mode used in geography teaching applications:(1) It takes up more time;(2) The progress of teaching is too slow;(3) Students showcase is too mechanical;(4) The guide case design form is a monotonous part;(5) The students lack of enough subjectivity.To solve above problems, the author puts forward the following improvement measures:(1) to design and uselearning case scientifically;(2) to attach great importance to subjectivity of most students;(3) to write the teaching steps in accordancewith the catalogedgeography knowledge;(4) to correctly handle the relationship between learning case and materials;(5) to show the thought in the process of class.