The Study About The Implementation Of "631" Geography Classroom Teaching Style

In the new century,peace and development have been the subject of today's world,With the development of economic globalization and regional economic integration,the connection between the countries is increasingly strengthened and the promotion of the national power,win-win cooperation between nations,the international competition and rivalry between them also manifest themselves in the field of knowledge economy.So the new requirements about the innovation and creativity are put forward.We attache great importance to basic education reform,and the change in the way for the classroom teaching is the important aspect of classroom teaching reform.The change in the classroom teaching puts emphasis on the role that teacher dominates the class and on the positive interaction between students and teachers,giving priovity to the students' chance for cooperation so as to develop the students' subjective initiative at best.Complying with the requirements of the new curriculum reform in the new era,and combining the actual situation of school teachers and students,R high school creates "631" classroom teaching style characterized by the local teaching after exploration,and has greatly promoted it within the whole school,so as to cultivate students' autonomous learning habit,to inspire students' interest in learning,and finally to increase the efficiency of classroom teaching,improve the qulity of teaching and promote the development of the school in the long tearm.Based on basic education reform and the reform of "631" R high school classroom teaching style,this paper,combining the author's teaching practice and reflaction,selects teaching cases performed during "631" geography classroom teaching and analyzes them to expect they can provide reference for the later popularization,to examine the process of the "631".Supported by the constructivism,humanism and the theory of the zone of proximal development,this paper adopts literature research,classroom observation,case study and induction.First of all,through domestic and foreign relevant literature about the classroom teaching reform and the reality of the reform,the author defines the concepts about the classroom,classroom teaching,teaching style,classroom teaching style of "631" and "631" geography classroom teaching style,summarizes the theoretical innovation and practical exploration about classroom teaching reform carried out by the teachers and researchers both at home and abroad,and analyzes the theoretical basis supporting the "631" classroom teaching methods.Secondly,a detailed discussion on the construction of "631" geography classroom teaching is made.The dissertation to explicate it contains three aspects: 1.the implementation of the basic conditions(including school,teachers,students,media),2.the preparation before the implementation writing guidance case,realizing three divisions of preparing lessons,grouping students,writing teaching design,and previewing teaching content.3.the implementation of the main process(introducing new lessons,rising questions,discussing questions,exchanging thoughts,assessing the result and examining the effects).Further more,in combination with the teaching process for the major form of "thermal circulation",the author writes a case and analyzes it from exploring the contents and teaching links.Finally,taking the behaviour showed by both teachers and students in observation,the author has rethought the implementation of "631" geography classroom teaching style and some teachers' notes into consideration.This paper has found the following virtues brought by the "631" geography classroom teaching style: it helps to improve students' independent learning ability,to cultivate their teamwork,to establish rapport between teachers and students,promote their practical ability and increase the teaching efficiency.However,if we want to carry it out in a wider field,there will need more efforts.So in connection with the author's practice,some matters are put forward.