| Since the implementation of new curriculum, we have repeatedly advocated the concept of “classroom teaching is really taking the student as the main body and based on students’ development”. But in the practical geography teaching, some teachers still teach students the conclusive knowledge and did not guide students to think about the knowledge acquisition process. The geography study is still in a passive situation, which results in the students’ low interest in geography learning and learning efficiency. If we want to change this situation, we should change students’ learning styles firstly.Reflective learning is to make the students conduct a comprehensive reflection about their learning process and learning methods which can found the problems in the reflection existing in the study, and then to find a way to solve the problems. If teachers can guide students to use teaching reflective learning style in the geography, it will improve the quality of students learning initiative, and be an important way to cultivate students “learning to learn”. Based on the above reasons, the author chose the“reflective learning applied in the high school geography teaching” as the subject for research.By using documentary method, action research method, the paper mainly does the research from two aspects: theory and method. Firstly, combining the idea of High School Geography Curriculum Standard with her own teaching reflection and the characteristic of thinking development of senior school students, the author put forwards the research background of reflective learning and analyses the significance of the research. Thirdly, by consulting relevant literature, the paper redefines the meaning of refection and reflective learning, confirms the foundation of the research, that is to say, Constructivism and Metacognition, discusses the relationship of the two theories and reflective learning and, finally, summarizes the study of reflective learning at home.Secondly, by combining the reflective learning with high school geography teaching,the paper analyses the characteristic and rules of reflective learning. Thirdly the author proposes five reflective learning, which are reflecting in context, reflecting in activities,reflecting in communication, reflecting in review and reflecting in exercises based on the literature and own teaching experience. Finally, the author lists some examples which use the five reflective study, which proves the feasibility of the five reflective learning and provides the bases of theory and practice in the application of reflective learning in high school geography teaching.The practice proves that reflective learning changes the traditional teaching and learning ways, improves students learning interests, promotes the development of geography thinking, accelerates teachers’ professional development. Through the paper,the author hopes the research can enrich and promote the development of the theory of reflective learning and practice. |
