The Impact Of High School Geography Experiment Teaching On The Effectiveness Of Classroom Teaching

With the continuous development of new geography curriculum reform,the new concept of geography curriculum has been deeply rooted in people’s hearts,giving priority to the new teaching model that emphasizes cooperative exploration.Classroom teaching has become more and more lively.Experimental teaching with its unique charm,reproduces the cognitive process for geographical knowledge,enabling students experience the process by themselves instead of being introduced by teachers.It gives priority to the positive role of students,places stress on students’ development and effectively stimulates students’ interest.However,the lack of effectiveness of classroom teaching is still a very common phenomenon.The teaching efficiency is low and students’ ability fails to get due development.Since most of students’ learning time is in the classroom,how to complete the teaching task effectively and promote students’ progress and development by using effective teaching methods is an important problem requiring research and practice currently.Through a study on the geography experimental teaching practice,this article aims to evaluate the impact of geography experimental teaching on the effectiveness of classroom teaching.The article is divided into six parts:The first part is the introduction,which illustrates the background and research significance of the selected topic and analyzes the related current research situation and progress both in domestic and abroad.Some ideas and innovative points of this research has been put forward.Besides,the method of this research paper is proposed..The second part introduces the related concepts and theoretical basis.Definitions of effective teaching and geography experimental teaching are given.It discusses the classification and function of geography experiments as well as the characteristics of effective teaching.The main related theories are the constructivism learning theory,the situational learning theory and the learning pyramid theory.The third part displays the investigation and analysis of the present situation of geography experimental teaching and effective teaching in high school.Investigations and evaluations of the implement of geography experimental teaching are made to teachers and students respectively.The fourth part studies the impact of geography experimental teaching to effective teaching.Through a comparative study between the experimental class and the contrast class,it is found that students in the experimental class have better grades and learning ability.So experimental teaching can improve the teaching effectiveness.The fifth part puts forward teaching strategies of geography experimental teaching which can effectively improves classroom teaching.Specifically,equipment conditions should be improved;geography teachers should enhance their awareness of experimental teaching and carefully select contents of experiments;values of experimental teaching should be displayed;explorations for geographic issues should be high lightened and the illuminating values of experiments should be fully utilized;teaching efficiency should be improved by using appropriate methods and means;conclusions gotten from experiments should be able to be transferred by students to solve other problems.The sixth part is conclusion.It sums up the main opinions of this study and points out existing problems and the prospect.This study has been based on the teaching practice,adhering to the principle of combining theory and practice.It aims to verify the validity of geography experimental teaching on improving the classroom teaching.It attempts to find the teaching model that can improve the classroom efficiency and students’ comprehensive ability,providing reference for middle school geography teachers.