Research On The Effectiveness Of Geography Experiment Teaching In Senior Middle School

With the change of teaching concept in our educational circles,modern classroom teaching pays more and more attention to the main position of students in the learning process,and not only pays attention to the students’ knowledge and skills in the process of teaching,We should also pay attention to the cultivation of students’ essential character and key ability to adapt to the needs of life-long development and social development.In order to explore the effectiveness of the geography teaching practice,this study on the current situation of middle school geography teaching practice in Haikou City,on the basis of questionnaire investigation and study,according to the high school geography curriculum for landscape and atmosphere the practical demand for the two knowledge modules,design of thermal environment and atmospheric rivers landscape two geography practice teaching plan,and the curtailment of Haikou City high school as the research area,choose four comparable educations,two of them as the experimental classes,as well as two classes,using empirical research method,the experimental class USES the geographical practice teaching mode,the control class using traditional way of teaching of teaching.Based on the comparative analysis of the students’ interest and achievement before and after the experiment in the experimental class and the reference class,and according to the problems found in the experiment,some suggestions for improvement are put forward.1.A survey on the present situation of geography practice teaching carried out by teachers and students in senior high schools shows that:(1)The teaching frequency of geography practice is low.Although more than half of the students expressed interest in participating in the practical geography teaching activities,only 9.22% of the teachers thought that the practical geography teaching was very necessary,and 44.35% of the students said that they had never participated in the practical geography teaching.The main reason for this phenomenon is that most schools do not have a special geographical practice teaching site,no supporting equipment,and leaders do not pay attention to it.(2)Lack of standardized geographical practice teaching scheme design.In the process of carrying out practical teaching,59.34% of teachers do not have clear practical teaching operation steps,provide thinking problems and let students show their achievements.This kind of task-driven practical teaching activity fails to mobilize students’ enthusiasm.The standardized teaching scheme of geography practice should follow the following steps: carefully study the requirements of the new geography curriculum standard,put forward the specific requirements of practical teaching,and then carefully design the practical plan,in which there must be clear learning objectives,problems to be considered,the information and equipment required in the practical process,and the practical operating steps.The way in which the results of practice are displayed.(3)Students are not satisfied with the practical teaching of geography that has been implemented.The survey results show that only 6.58% of the students are very satisfied,and 43.72% of the students are not satisfied with the geography practice teaching.The main reason for this phenomenon is that the teaching practice activities that have been carried out are mainly teacher demonstration,the students are not involved in the construction of knowledge,and some practical schemes are lack of preciseness and scientific.2.According to the content of geography curriculum standards,selecting the teaching content suitable for carrying out geography practical teaching,and then carefully designing the geography practical teaching activities,can effectively improve students’ interest and achievement,and is conducive to students’ long-term memory of geography knowledge.The results of empirical study show that:(1)The achievement of geography students in reference class using conventional teaching method was only 24.32% higher than that before,while that of geography students in experimental class which implemented geography practice teaching activities increased by 41.31%.(2)Carrying out practical geography teaching improved students’ interest in geography learning by 22.92%.(3)The forgetting rate of geography knowledge in the reference class with conventional teaching method is 9.50%,while that in the experimental class with geography practice teaching method is only 4.22%.3.Carrying out geography practice teaching can fully reflect the subject status of students and allow them to participate in knowledge construction.However,it is difficult to control the time of carrying out practice teaching.Some students who are too active just blindly follow the operation steps mechanically and do not think carefully about the reasons for the phenomena in the process of practice.Therefore,it is necessary for teachers to put all kinds of instruments in advance before they carry out practical activities.In order to enable students to carry out practical activities skillfully,the teacher must demonstrate it first,and it is better to record micro videos of practical teaching well in advance.For problems that need to be considered,students need to analyze the problems after completing the operation steps.4.In order to make students think carefully about the designed problems in the process of practical teaching,it is necessary to put forward a clear requirement in the result display module,that is,to analyze the phenomenon of the practice process when students show their results.In this way,students can carefully observe the phenomenon in the process of practice with questions,and think about the principles and rules behind the phenomenon.The teacher should give a proper evaluation of the performance of the students’ practice process and the display of their achievements.