| With the rapid development of information technology,the degree of application of information technology in classroom teaching is also deepening.In the face of rich and diverse modern media and information technology,how to choose and apply has become one of the urgent problems for teachers.Studies have found that there are Analyze Learners,State Objectives,Select Methods,Media and Materials,Utilize Materials,Require Learner Participation,Evaluate and Revise,the teaching mode composed of six links(hereinafter referred to as the ASSURE teaching mode)has been applied to the teaching guidance of information classrooms by multiple disciplines.Therefore,it is necessary to introduce the ASSURE teaching mode into geography teaching to provide scientific guidance for improving the informatization of geography teaching in senior high schools.Under the background of education informatization,new requirements of senior high school geography curriculum standards,and new needs of student and teacher development,through reading and sorting out relevant research literature at home and abroad,and using questionnaire survey method,case study method and experimental research method,the overall research idea of combining ASSURE teaching mode and senior high school geography teaching under the background of informatization is obtained.With the theoretical support of Gagne’s nine events of instruction,humanistic education theory and multimedia cognitive learning theory,this paper sorts out the multiple correlation points between the ASSURE teaching mode and information teaching,and obtains research preparation.This paper takes the ASSURE teaching mode as the research object,organically combines it with senior high school geography teaching,tests the application effect in the classroom,finds the existing problems,and then proposes countermeasures to reach the research conclusion.The specific research content is as follows:Firstly,improve and innovate the ASSURE model theory.The six links of the ASSURE teaching mode are refined,and some links are improved and innovated "geographically" and "informatized".Including: the construction of "senior high school geography assure teaching model framework diagram";Add "Geography Learning Style" to the "Analyze Learners" section;Add "Geographical Core Literacy" and "Teaching Difficulties" to "Statement Objectives";In the "Evaluate and Revise" session,exercise testing,scale evaluation and information technology software are added to evaluate the teaching effect of geography classroom in a blended manner.Secondly,the improved ASSURE model is put into practice in senior high school geography classes.The practice cycle has been divided into two cycles: short-term and longterm.Among them,the short-term application cycle is a geography class,and the statistical feedback teaching effect is obtained through information technology software,that is,teachers basically use the ASSURE teaching mode and attach importance to students’ classroom participation.The long-term application cycle is one month,and the data feedback obtained by software pre-and post-test results,multiple evaluation scales and information technology software has greatly improved the geographical learning ability of most students,the active participation of students and the positive feedback of teachers.Then,the problems of ASSURE teaching mode in senior high school geography teaching practice are summarized and countermeasures are proposed.Finding problems:unskilled operation of teaching mode,confusing use of teaching media,neglect of students’ adaptive feedback,strong student dependence,unreasonable evaluation indicators,etc.Corresponding improvement strategies are proposed: deepen the learning of models,give play to the functions of different teaching media,pay attention to the different adaptability of students,increase the rationality of evaluation indicators,improve students’ independent learning ability and discuss students’ adaptation measures.Finally,five conclusions are drawn on the above research content.First,the organic integration of geographical elements enhances the adaptability of the ASSURE teaching mode to geography disciplines.Second,the practical application cycle of the ASSURE teaching mode is improved,and the application effect of short-term and long-term cycles is obtained.Third,according to the application status,the application and adaptation strategies of teachers and students to the ASSURE model are proposed.Fourth,Through practical application,it is found that the modification of ASSURE teaching mode has a high degree of compatibility with information teaching.Fifth,after practical testing,the constructed senior high school geography ASSURE teaching model is universal.The innovation of this study is that the ASSURE teaching mode is organically combined with the senior high school geography teaching in the context of informatization,and the degree of "geography" and "informatization" of the model is enhanced;The shortterm and long-term applications of the ASSURE teaching mode are discussed.Shortcomings:There are fewer research content related to geography that can be referred to when improving the ASSURE teaching model;There is still room for improvement in the revision of the teaching mode,The number of experiments applied in practice and the number of experimental subjects need to be increased;And there is Less discussion of students’ learning strategies in the ASSURE mode. |
