A Study On The Application Of The Gradual Release Of Responsibility Teaching Mode In The Transformation Of Geography Poor Students

This study takes the Students with geography learning difficulties in secondary vocational schools as the research object,they have the same academic ability of ordinary high school.The study through text analysis,survey method,inductive analysis and case tracking method to understand the current learning state,learning confusion and learning demands of the geography poor students.The study found that the secondary vocational geography poor students have knowledge and ability limitations such as cognitive deviations in geographic concepts,difficulty in understanding geographic charts,insufficient awareness of geographic space,and discontinuities in the deduction of geographic processes,etc.Their learning difficulties are due to the influence of regional background and family environment which made they lacked of patience,lack the strong desire to enter university;the low status of junior high school geography discipline,the difficulty of senior high school geography introduction,coupled with the weak foundation,strengthening their bad experience in learning process.The secondary vocational school's main direction of talent training are skills,which makes their students lie in a disadvantaged position in traditional paper tests.Students' poor learning methods and low learning enthusiasm result in low learning abilities and obvious learning difficulties.In this regard,relying on the The Gradual Release of Responsibility Teaching Mode,author has adopted some group transformation strategies such as enhanced love and care;created a lively and interesting geographical class atmosphere;created a segmented geographical teaching class;implemented the testing training combined with difficult and simple;Guide students to do self-quality analysis and set up a help system for young teachers played by classmates.On this basis,the scientific diagnosis and personalized transformation strategies are customized for the students with insufficient knowledge and skills,insufficient motivation and multiple comprehensive geography learning difficulties.After the transformation,the geography poor students showed a significant improvement in psychological cognition and performance in class,they also showed a higher appraisal in examination psychology.The average score of the paper test increased evidently.It has been proved that the above teaching strategies are targeted and feasible in the transformation of students with learning difficulties.