Study On The Strategy Of Improving Geography Normal University Students’ Field Learning Power Based On Real Classroom Situation

Field learning power is the most important learning power of contemporary teachers,and geography normal university students,as prospective teachers,should also participate in teaching practice with fine field learning power when starting the initial teaching experience.The field learning power of normal students in geography teaching not only determines their learning effect and achievement transformation,but also can test their theoretical learning situation in school,the level of training in normal skills and the development level of professional power of teachers.Improving the field learning power of normal students in real teaching situation has profound significance for promoting the professional growth of normal university students,improving the quality of talent training in normal universities,building a high-quality teacher team in the new era,and promoting the innovation of contemporary geography education.Therefore,it is of great practical significance to deepen the research on the field learning power of normal students in the real geography classroom.Based on the situated learning theory as the core guidance,using the methods of literature analysis,statistical analysis,text analysis and questionnaire survey,this paper explores the current situation of junior and senior geography normal students in Central China Normal University,and tries to put forward the promotion strategies,this paper includes the following six parts:Firstly,on the basis of literature view,this paper expounds the background,significance,methods and ideas of this study,and summarizes the achievements and shortcomings of the current domestic and foreign related research.Secondly,it defines the relevant concepts and expounds the theoretical basis.Thirdly,by using of statistical analysis and text analysis,this paper diagnoses the practical problems of geography normal students’ field learning power in the attendance record.Fourthly,it uses questionnaire survey to explore the real situation of geography normal students’ field learning power.Fifth,according to the existing deficiencies,based on the geography normal students,normal universities,ordinary middle schools,instructors and other responsibility subjects,from the internal concept,specific actions and other aspects,put forward optimization strategies.Sixth,summarize the research conclusions,analyze the deficiencies,and put forward research prospects.Through a variety of research methods,the results are as follows:First,there are still many defects in the field learning power of geography normal students in various dimensions.Such as complete fill in the lecture record form,instant comments,communication with the teacher,make preparation before class consciousness is unsatisfactory;Capture rich content,but the focus is too concentrated,pay attention to the strengths of others,light their weaknesses;Lack of immediate reflection,the way of reflection is simple,the object of reflection is one-sided,and less to seek relevant theoretical guidance;The transformation degree is shallow,lacks the innovation,and bad habits of achievement transformation.Second,there are significant group differences.The senior is significantly better than the junior,that is,the impact of educational practice on field learning power is significant,but the impact of internship duration is not significant.Finally,reflective power has the most significant effect on the overall level and the transforming power.According to the above deficiencies,this study puts forward the following optimization strategies:First,geography normal students should not only deepen understanding,change cognition,establish identity,but also take conscious learning,planning as the guide,demand-oriented,habit as the support,achievement as the constraint,and promote reflection and improvement by teacher student interaction and peer interaction;Second,normal universities should not only strengthen daily training,explain the theoretical origin,and systematically construct the field learning,but also perfect the instruction manual,management and guidance teachers,as well as the field learning guidance,arrangement and evaluation.Thirdly,middle schools should standardize the training process,innovate the training content,strictly manage the training,and strengthen the teacher’s role identification of geography normal students,and point out the boundary of their participation behavior.Fourth,the instructor should standardize the guidance procedure and fulfill the guidance duty.