A Study On The Effectiveness Of The Introduction Of Geography Classrooms In Junior High Schools

Basic education curriculum reform requires that geography teaching in junior high schools should adhere to the development of students,closely connect with students' life experiences and experience,change the learning methods of students,stimulate students' interest in learning,and form a positive and autonomous learning attitude.Class introduction plays an important role in stimulating students' learning interest.As the primary link of teaching activities,geography class introduction is also reflected in the following aspects: concentrating students' attention,activating the classroom atmosphere,showing the teaching goals,connecting the content before and after,enlightening students' thinking and strengthening the relationship between teachers and students.However,in the actual junior middle school geography classroom teaching,class introduction has not been given due attention.Due to the lack of uniform introduction effectiveness evaluation standards,teachers have greater subjectivity and randomness in the design and implementation of the introduction,some even without class introduction.This phenomenon occurs from time to time,and the class introduction has become a weak link in junior middle school geography classroom teaching.On the basis of sorting out relevant literature,this study sorts out the research background and domestic and foreign research progress of junior middle school geography class introduction.It focuses on some important related theories such as effective teaching theory,systems science theory,geography curriculum and teaching theory,and advanced organizer theory.Under the guidance,the concept of junior middle school geography class introduction was defined,the functions and principles of geography class introduction were summarized,and the methods of geography class introduction were classified and analyzed in combination with cases.Using classroom observation method and questionnaire survey method,this paper analyzes the implementation status and effect of junior middle school geography class introduction,and summarizes the following problems in the practical application of junior middle school geography class introduction in the emergence stage: the use of class introduction,knowledge and practice are not unified;In the choice of methods,the students' favorite methods are not consistent with the teachers' common methods;the teachers' understanding of the role of introduction is not comprehensive;the methods of introduction are less used in experimental operations;the contents of the introduction are lack of materials and the contents are unreasonable;the skills of introduction,teachers themselves are not proficient;lack of learning platforms,teachers themselves are not strong awareness of improvement;lack of uniform classroom introduction effectiveness evaluation standards.Aiming at the problems found,strategies for improving effectiveness are proposed:(1)Pre-class design strategy: enhance teachers' understanding of class introduction;expand the source of materials,optimize the content of materials,and form a library of imported materials;(2)Classroom implementation strategy: focus on the introduction of artistic language;strengthen the ability to control the classroom;use information technology to help geographic education.(3)Strategies for reflection and evaluation after class: strengthen the consciousness of self-evaluation and other evaluations,and improve yourself during reflection;unify the evaluation standards and achieve evidence-based basis.Finally,based on the theory and current teaching conditions,the effectiveness evaluation criteria for the class introduction of junior middle school geography classrooms were formulated:clear purpose;tightly connected knowledge,natural transition;focused student attention;inspired student interest and learning motivation;enlighten student thinking;right time,and combined with the case for effectiveness analysis.