Study On Application Of "136" Efficient Classroom In Junior School With Taking Geography Teaching As An Example

With the implementation and deepening of the new curriculum reform of education,the focus of classroom teaching reform has been turned from the teacher's teaching to the student's learning,and the student's learning has become the center of the teaching process.How to make students learn more efficiently is directly related to the efficiency of teachers' teaching,all these issues have forced the reform of "efficient classroom" in China.The concept of teaching efficiency makes teachers have to adopt new ideas and new methods to think and solve the problems of teaching and learning,to make the teaching effect better and improve teaching quality.At last it will become a truly efficient classroom.Some schools in China start from the classroom and gradually form the efficient classroom teaching model with their own characteristics.Such as,the "271"efficient classroom in No.2 Middle School of Changle,Shandong,and the "three and three six" efficient classes in Durokou Middle School,Shandong.The No.4 Middle School of Pingliang where the author works has created "136" efficient classroom depending on the actual situation of his school.The reform of the efficient classroom is always with the trend of the times,and it is inevitable.However,the application of the actual geography teaching still has deficiencies and problems.This paper,based on the experience of previous studies on efficient classroom,combines the study of students and on-the-job geography teachers in No.4 Middle School of Pingliang.The author analyzes"136" efficient classroom teaching model in geography teaching and the deficiencies and problems.According to the situation of No.4 Middle School of Pingliang,The author propounds some constructive suggestions to geographical "136" the implementation of efficient classroom.This study is divided into four parts.The first part analyzes the research background,significance and the current situation of domestic and foreign research,and introduces the theoretical basis and research ideas of the research.The second part is through the questionnaire survey of students,interviews with teachers and actual observation of the classroom to obtain the first-hand research data.Analyzing the data,the author can find the problems in the implementation of junior high school geography.They include the compilation of the guide case,the low efficiency of the group cooperation,the untimely feedback of teachers' classroom,the neglect of classroom tests and so on.The third part discusses the problems that exist in the effective classroom teaching as well as the possible causes of formation.They are students factors(different levels of students,students' cognitive characteristics),teachers' factors(traditional teaching concept,teachers' teaching level is uneven),and other factors.The fourth part puts forward the suggestions and countermeasures for the improvement of junior high school geography classes.According to the highly effective classroom practice in all kinds of reasons in No.4 Middle School,the author gives some suggestions and countermeasures with the analysis of the students,teachers and school.