Junior High School Geography Multimedia Situational Teaching Application Research

After the Fifth Plenary Session of the Eighteenth Central Committee, high school education was included in the compulsory education, and then the high school education was carried out gradually, during this process, the gap between junior high school and high school geography education once again became the focus of social attention, therefore, how to bridge up the gap between them turned out to be a challenge of education reform. At the same time, the application of information technology in teaching challenged the traditional geography teaching method,but it also energized the geography teaching. And now the information technologyis an inseparable part of geography education. The multimedia teaching research, on the one hand, enriches teachers’teaching theory knowledge, and improves the professional knowledge and information technology and enables teachers to make good use of their knowledge on the other hand. The application of multimedia situational teaching in junior middle school geography teaching made the teaching more interesting and to improve the students’interest and ability of leaning. As a result, teaching quality and learning efficiency was improved, this laid a good foundation for the high school geography learning.This paper, first of all, will probe into the theories of Multimedia situational teaching through literature review in order to establish a theoretical basis for this study, then by defining the related concepts of this study, the author generalized the characteristics of multimedia situational teaching and puts forward the principles and strategies of multimedia situational teaching, these were served as guidance in later studies. Based on the basic theory, experiments were carried out to study the multimedia teaching case, andan in-depth research of students’autonomous learning in the classroom will also be included. Through the study of the teaching experiment, questionnaire and teaching interview questionnaire was designed, through the contrastive analysis of the study achievements of theexperimental class and students at different stages, the following conclusions were drawn:(1) Educators and educational practice attached great importance to multimedia research in the high school geographyteaching. However, there are much to be improved in junior high school geography multimedia situational teaching research, the author, in reference to a large number of multimedia and situational teaching theory and practice, designed the cases and carried out a series of experiments of junior high school geography teaching, in order to further improve the theory of geography teaching in junior middle school.(2) Through the analysis on the experimental results of multimedia situational teaching, and combined with the interviews with teachers and students, it was generally acknowledged that multimedia situational teaching is helpful in the acquiring and applying of knowledge, and application; besides,it is also conducive to the cultivation of students’ cooperative learning ability and encouraged students to be more actively. Additionally, this teaching method can also improve the students’ interest and learning efficiency in learning geography, and it lays a solid foundation in bridging up the gap between n from junior middle school to high school geography teaching.(3) Multimedia situational teaching should pay attention to the following problems:first is the availability of information resources and geography teaching platform software is at a low rate. Secondly, the authenticity, diversity, artistry of the situations need to be improved. Finally, attentions need to be paid to the factors related to "multimedia teaching and traditional teaching", "teacher, multimedia scenarios and students".(4) In view of this teaching research, several suggestions were given to the development of multimedia situational teaching:on the one hand, the information literacy of teachers need to be cultivated, and the application of multimedia situational teaching must be trained. On the other hand, the development of geography teaching software need to be improved, and a special geographical teaching resource library needs to be established.