A Practical Study Of The "four-stage" Classroom Model In High School Geography Teaching

With the new college entrance examination to comprehensively improve the quality of education and teaching as the purpose,taking the implementation of curriculum reform as an opportunity,Dehui No.1 Middle School of Jilin Province vigorously promotes the reform of high school classroom,advocating the implementation of the "four-section" classroom teaching mode in the classroom.The research focus of this paper is to analyze the practice of this model in the compulsory geography course 1 "soil" in high school,as well as the problems and solutions in the practice process.Hope to promote the reform of senior high school geography curriculum in Jilin Province,to provide useful reference.This paper selects compulsory 1 "soil" as the classroom teaching content,experimental method,classroom observation method as the research methods.In the course of the study,two control classes were selected and samples were selected to carry out a comparative test between the "four-section" classroom model and the traditional classroom model.Through observing the phenomenon of the experiment,analyzing the data of the experiment,summarizing the problems in the practice of the "four-section" classroom model,and putting forward targeted strategies"Four-section" takes the guided learning plan as the main line of teaching,stimulates students' consciousness of inquiry,takes questions as the guidance,and stimulates students' independent learning.The "four-section" classroom teaching mode also enables teachers to have a comprehensive and correct understanding of their students,and place appropriate and appropriate expectations on each student from a developmental point of view,thus encouraging students to arouse their self-confidence and explore their intellectual potential.Compared with the traditional teaching mode of "one lecture" and "full classroom teaching",the "four-section" classroom teaching mode respects students' dominant position more,pays more attention to students' learning autonomy,and pays more attention to the gradual learning process.