Research On The Geography Classroom Culture In Junior Middle School

With the deepening of curriculum reform,classroom culture has become a new research direction,and the study of classroom culture has been further deepened.Classroom culture has influenced the quality of teachers' classroom teaching and students' classroom learning.In the geography classroom,this study was conducted to effectively improve teachers' teaching quality and student learning efficiency and to understand the status of geography classroom culture.Based on the domestic and foreign research results of classroom culture and the problems existing in the existing classroom culture,this article uses the literature research method and classroom observation method and selects six excellent geography courses(two excellent classes,three provincial excellent classes,one municipal quality class,and one county-quality class)in 2017 in the "one division one excellent lesson,one class one teacher" platform to study.The classroom observation method was used to observe the current status of the geography classroom culture,and the commonalities and differences were drawn,and the enlightenment was drawn from it.Finally we came to the following conclusion:By observing six geography classes,we found that six teachers share commonalities:There are activities in the classroom,asking questions to avoid names;Allow time for thinking,and problems for teaching;The teaching resources are diverse and positive feedback is the mainstay.This commonality reflects the requirements of the new curriculum standard.Since the implementation of the new curriculum standard,students have been required to focus on the classroom and the role of the teacher has changed.In addition,it can be seen that the six teachers have strong professional and wide knowledge.In addition,there are also differences among the six teachers.(1)In the geography classroom,the difference in the democratic nature of the six teachers' classroom culture are that the types of classroom activities are not the same,the way of asking questions is vary widely among teachers.(2)In the geography classroom,the differences in the thinking of the six teachers' classroom culture are that the time for thinking in the classroom is different,the explicit behavior is different,and there is a difference in the composition of questions in the classroom.(3)In the geography class,the differences in the characteristics of the six teachers' classroom culture are the different ways of integrating resources and the level of language in the classroom.(4)In the geography classroom,the difference in the care of the six teachers' classroom culture is reflected in the proportion of active feedback in the geography classroom.The higher the positive feedback ratio,the more the classroom care.(5)In the geography class,the difference in the innovation of the six teachers' classroom culture is reflected in the setting of the innovation link.The six teachers have different positions in the innovation link.By observing the geography class,the differences among the six teachers are summed up,and the analysis can help us understand the causes of these differences;The choice of teaching media is an important reason;Different teaching methods have also led to these differences;The teachers themselves account for most of the factors,such as lack of understanding of the academic situation,teacher teaching skills and other internal factors.The following revelation are proposed for the current status of geography classroom culture:setting appropriate activities,selecting democratic questioning methods;reserving sufficient time for thinking and putting forward questions that have value for thinking;properly integrate teaching resources,classroom language should be appropriate;The teacher feedback should be positive mostly and the teaching design is innovative.