The Implementation Strategy Of Geography Situational Teaching And Learning In Secondary School

International educational ideas are constantly evolving and developing.From Bacon's “knowledge is power" as the representation of the "knowledge-based" phase transitioning to the "learn to survive" report reflecting the "ability-based" phase,and then to the full humanistic spirit of the "people-oriented" phase,which is a huge demonstration of the great progress of the education realm.However,in our nation,which is being affected by the traditional education philosophy and the evaluation mechanism system,some of the domestic geographical education is still in the stage of the ability-based phase and even the knowledge-based phase,all the while neglecting the emotional education and humanistic care.To achieve holistic training of the quality education,we must implement the teaching model to provide more space,to be more attentive to students' understanding,to emphasize on the passion of the student and the ability to cultivate.Situational education is the education concept that has been emphasized in the education field and it is also very suitable for the use of the geography subject along with its teaching methods.But how to effectively implement the geographical situational teaching should be our ultimate focus with continuous reflection and further studies.It is of great pragmatic significance to study the effective implementation of geographical situational teaching,but the plentiful research only exists in situational teaching,and few studies have been refined and specified into the geography subject,that is,the study of situational teaching about geography is still to be furthered on.The strategy for the effective implementation of geographical situational teaching is also worthy of further research.The author discovered certain shortcomings and errors in the implementation process of geography situational teaching in middle school through the development of teacher and student questionnaire and the substitute teaching experience.After that,according to the research results concerning the situational teaching and the real experiential feelings in the process of geography teaching,this paper puts forward the effective strategies of middle school geography teaching,which is mainly from the aspect of classroom skillset,teacher ideas and qualities,etc.This includes the flexible design of a variety of different contexts,how scientifically flexible it is and if the situational language is vivid and realistic,whether the situational classroom is rich and varied,the dynamic development of the situational material,the process of the context that can not be ignored and other implementation strategies.Hereafter,the design of this paper entails three typical experimental teaching cases.Apply one-groupretest-posttest design to the experimental class,the general class to offer effective implementation strategies to conduct pragmatic validation analysis on the after-school test(forgetting test),classroom performance,emotional attitude evaluation and other various aspects.The experimental results show that the proposed geographical situational teaching proves to be an effective implementation and strategy at some degree.It is our hope that the implementation strategy proposed in this paper can lead to the reflection of the teaching of first-line geography educators,and that it can play a referential role for the effective implementation of the geography situational teaching in middle schools.Finally,this paper summarizes the research contents and puts forward the shortcomings of the research and the prospect of future geography teaching.