Application Research Of Bridge Approach Teaching In Geography Teaching Of Grade One Of Senior High School

With the development and further deepening of the curriculum reform,the requirements on all aspects of the ability of high school students are also further improved,and the ability is formed and developed in the process of mastering knowledge and skills,the systematic mastery of knowledge and skills is conducive to the growth and play of ability.Introduction teaching is to use the relationship between old and new knowledge to build a bridge.Students can use the original geographical basis to learn and construct new knowledge,so as to better promote the improvement of senior high school students' geographical ability and adapt to the development of curriculum reform.The geography of junior high school and senior high school are related to each other to some extent,but they are also relatively independent stages.There are great differences in learning content,learning mode and curriculum standards.In addition,the study of geography in some areas only lasts for two years in junior high school,and the first year in junior high school is basically a "blank period" of geography.Therefore,for many students,senior high school geography has become a "stumbling block" on the way of learning transition between junior high school and senior high school.In order to improve this phenomenon,to help students relieve learning pressure,enhance confidence,improve grades,and better transition to high school life and study,the geography introduction teaching research was carried out.On the basis of reading relevant literature,based on the theories of proximal development area,constructivism,cognitive assimilation,and cognitive discovery theory,and by means of literature research,questionnaire survey,and experimental research,84 geography teachers and 259 students were investigated to understand the implementation of bridge approach teaching in geography teaching in senior high school.By summarizing and analyzing the data,this paper summarizes the implementation status of geography bridge approach teaching in senior high school.Secondly,there are some limited factors in carrying out bridge approach teaching.Third,students generally believe that geography is difficult in senior one;Fourthly,the teaching of geographical approach bridge has certain popularization value.The main reasons are as follows: teachers' awareness of education research is weak;The usual teaching time is tight;Compulsory one geography is mainly physical geography,itself more difficult knowledge.Based on the current situation of the survey,a semester-long teaching practice was carried out in Wuzhi middle school in order to verify the practicability and effectiveness of bridge approach teaching in geography teaching of senior high school,and to expand the research field and application scope of bridge approach teaching.Based on the relevant literature and my own teaching practice,this paper puts forward the teaching implementation strategies of building Bridges before class,drawing Bridges in class and fixing Bridges after class.The purpose of building bridge before class is to analyze the course standard and textbook,understand students' geographical basis,and find and fix the bridge accordingly.Approach is used in the process of teaching in class is known,unknown,use various ways to stimulate students' interest in learning geography,enhance self-confidence,on the basis of the students' prior knowledge to build a bridge approach,led to the need to learn new knowledge,so as to reduce the slope of heavy difficult knowledge,make students better able to learn new knowledge,this is also the importance of geographical approach of teaching process.The purpose of fixing the bridge after class is to consolidate what we have learned,to cultivate students' good learning methods and habits,to teach students the skills of doing exercises,to gain a sense of achievement from doing exercises,and to enhance their sense of self-efficacy.Therefore,this paper takes the section of frontal system and weather as an example to design a teaching case of approach bridge.In order to verify the effectiveness of bridge approach teaching in geography teaching,this paper designs a bridge approach teaching experiment,and conducts a one-semester differential teaching between the experimental class and the control class.Through the analysis of the investigation status quo and the implementation of bridge approach teaching,the following conclusions are summarized: first,most teachers do not have a deep understanding of bridge approach teaching and few applications;Secondly,the application mode and implementation strategy of bridge approach teaching are put forward.Thirdly,thechapter of bridge approach and the point of bridge approach in geography textbook of senior high school are sorted out,the teaching case of "frontal system and weather" is designed,and several problems that should be paid attention to in the course of bridge approach teaching are summarized.Fourthly,from the experimental results,the effect of geography bridge teaching is obvious.The application of bridge approach teaching in geography teaching in senior high school expands the application scope and research field of bridge approach teaching in practical teaching and enriches the form of geography teaching in senior high school.This study sorted out the chapter and point of geographical approach bridge in senior high school,proposed the strategy of geographical approach bridge,and designed teaching cases,which has innovative significance in enhancing the operability of geographical approach bridge teaching.