Implementation And Optimization Of Implicit Stratification Teaching In High School Geography Classroom—Take Songxian No.1 Senior High School As An Example

In 2014,the State Council put forward “exploring the multiple admission mechanism based on the achievement of the unified college entrance examination and the overall quality evaluation of the college entrance examination”.In the same year,Shanghai and Zhejiang provinces,as pilots for college entrance examination reform,announced plans to deepen the comprehensive reform of the college entrance examination system.Most schools tried to adopt “class-based teaching” to adapt to the new college entrance examination.In 2016,Henan Province promulgated a plan for reforming 7 out of 3 options and formally implemented it from the fall of 2018.Based on this premise,the author re-introduced the implicit layered teaching model to help students with weak teacher-trained high school because of the lack of geography teachers to meet the needs of different students’ geography academic needs.Students are self-confident,improve student interest,and achieve self-development of students;teachers change teaching methods and care about each student so that each student can get the best development in their “recent development area”,improve teaching quality,and explore A Practical Layered Teaching Model for Geography Classroom in Senior Middle Schools.The idea of “hidden layered instruction in class” is to “hidden” the layering standard when students are stratified,and use the intelligence factors and non-intellectual factors of students to teach students in layers and advance them step by step.This article is mainly divided into six parts.The first part: Combining the current policy requirements and the status of experimental schools,put forward the idea of reform of teaching methods.The second part: Explicit implicit hierarchical teaching concept;Analyze the status quo of related research at home and abroad,and expound the theoretical basis of layered teaching.The third part: Designing questionnaires and interview outlines in different dimensions,designing teaching experiments.The fourth part: Through the questionnaire survey,interviews,the comparison of academic performance after the educational experiment,the experimental results are analyzed.After summarizing educational experiments,the attitudes of students and teachers changed.The fifth part: Analyze the influencing factors of implicit layered teaching effect,discover the problems found in the teaching process,and put forward the countermeasures to improve the teaching effect.Understand the proper situation of the layered teaching method in practice,and put forward the problems in the implementation of the layered teaching method and the countermeasures and ideas for further improving the teaching effect.Part VI: Conclusion.Summarize the research results and draw conclusions.The education experiment method was used in the study.The geography teacher changed the teaching method during the teaching process.Before and after the experiment was started,the hidden layered teaching in the high school geography class and the traditional teaching questionnaire were analyzed,the analysis of the test scores was compared with the student interview,and the implicitness was verified.The feasibility of layered teaching in traditional teaching finds that recessive teaching in class has superiority in high school geography teaching.Through interviews with teachers who participated in the practice,we found some problems in the implementation of recessive layered teaching,proposed an optimized teaching model,and further enriched the implicit hierarchical teaching system.Through the comparative analysis of experimental results,the effects of implicit hierarchical teaching are clearly defined,and the influencing factors in the implementation process are clearly defined;implicit hierarchical teaching can not only satisfy the development of students with differences in the case of maintaining student self-esteem,but also In the teaching process to meet the students’ needs for the college entrance examination.The teaching experiment results show that the research on the implicit layered teaching model is successful,which provides useful theoretical basis and practical basis for us to promote this teaching model among various disciplines in the future.It is also a school with weak teachers.Taking the existing education resources to meet the new college entrance examination provides a feasible solution.At the same time,based on the original research,the author proposes solutions to the problems that arise in the teaching process,optimizes the classroom model,and provides teachers with stratified and detailed standards in the stratification process.The author hopes that in the future,based on this study,there will be further research on the stratification,evaluation criteria,and detailed rules of stratified teaching,which will optimize the implicit hierarchical teaching model of the geography subject and make the teachers weak.High school can adapt to the new college entrance examination more.There are limitations in this teaching experiment.The experimental time is one semester,the scope of the experiment is small,the cycle is short,coupled with the limitations of the objective conditions of the teacher,the interference of the external factors such as the school,the class teacher,etc.,if it is to be generalizable,further research is needed.