Research On Strategies For Stimulating Students' Learning Initiatives In Geography Classroom Teaching In Senior High School

With the continuous deepening of the new curriculum reform and the continuous advancement of the new college entrance examination reform,it is necessary to give full play to students' main role and mobilize students' learning initiative.This is not only the basic education reform and the new college entrance examination reform,but also to cultivate students' ability to actively acquire knowledge,analyze and solve problems,and actively communicate and cooperate.As a subject of the college entrance examination,the geography subject play an irreplaceable role in developing students' knowledge,skills,practicality and initiative.However,due to various reasons,some high school students in Wuhan are not very active in geography class,and the quality of learning is greatly reduced.Therefore,studying the actual situation of students' initiative in the teaching of geography in senior high schools and formulating optimization strategies to stimulate students' initiative are the inevitable steps to actively respond to the new curriculum reform and the new college entrance examination reform.Under the guidance of the new curriculum reform theory and learning theory related to learning initiative,this subject has conducted in-depth research on the factors affecting students' learning initiative in combination withe a large amount of literature.The author takes the senior two geography classes of four provincial key high schools in Wuhan as the survey objects,and from the perspective of teachers and students,he develops an observation scale for the active play of geography classroom students,conduct in-depth classroom observations,and draws high school students' geography learning.Lack of initiative and analysis of the main influencing factors.Teachers' causes:teachers'backward teaching concepts,stale teaching materials,inadequate application of experimental operation techniques,inadequate activity exploration design,weak guidance of knowledge explanation,single form of regulation and evaluation,which hindered students' initiative.Students' causes:insufficient participation in deep inquiry class activities,poor learning habits in knowledge interpretation and classroom practice,incorrect learning attitude,weak geographic foundation,insufficient methods,and disordered daily routines,which affect the initiative.On this basis,corresponding optimization strategies have also been formulated,targeting teachers' strategies:respecting reaching rules and highlighting the leading role of teachers;strengthen the explanation of geographical knowledge and enhance the charm of teaching language;enhancing the excitement and life of geography context teaching materials;optimize the application of modern information technology in geographic experiments,cultivate practical ability;deepen the design of geographic activity inquiry;improve the richness and enlightenment of classroom evaluation control;strengthen guidance on geography learning methods.Strategies for students:discover the charm of the subject;strengthen positive psychological hints;develop good geography learning habits;master the regional comparison method to improve the inquiry ability;use inductive deductive method to explore geographical laws;actively exploring geographic learning methods;formulate scientific geographic learning plans.So as to encourage students to better master geographic knowledge,participate in geography classes,love geography learning,stimulate learning interest and initiative,improve learning effects and quality,to meet the challenges of the new college entrance examination reform,and also provide effective reference and help for high school geography teaching.