| At present,with the deepening of the new curriculum reform,the traditional geography teaching method with teachers as the main teaching body can no longer meet the teaching requirements of junior middle school geography,and deviates from the "people-oriented" education and teaching concept.At the same time,the new edition of geography curriculum standard for compulsory education(2011 Edition)mentioned that the geography curriculum in the stage of compulsory education is a discipline with regional,ideological,life,practical and other characteristics.This also requires that in geography classroom teaching,on the one hand,from the perspective of life practice,we should change the previous teaching mode of teachers as teaching subjects,ensure the status of students as teaching subjects and the status of teachers as classroom guides and assistants,pay attention to students’ individual knowledge experience,select materials close to students’ life reality to create situations,and put teaching activities,teaching contents and even classrooms in the real social background,Inspire students to observe and think more,encourage students to study independently,cooperate,communicate and actively explore,and pay attention to cultivating students’ ability to find,analyze and solve problems.On the other hand,the prominent problems of population,resources,environment and so on need to emerge from the ideological point of view.At the same time,combined with the regional characteristics of education and teaching,this paper constructs a regional geography teaching content to show the regional natural and humanistic characteristics,as well as the general situation of geography.For this teaching mode,situational teaching not only meets the teaching requirements of Geography in junior middle school,but also provides a good situational environment and content for students’ physical and mental development,so as to mobilize and enhance students’ enthusiasm for learning geography knowledge,and then realize the efficiency of geography teaching in junior middle school on the basis of improving students’ learning efficiency of geography.In order to further improve and enhance the efficiency of students’ learning geography knowledge,and to further address the actual situation of low interest in junior high school geography learning caused by language barriers or insufficient interest,this study takes the junior high school class in the district as an example,mainly using the guiding ideology of "theory+practice",and adopts the survey questionnaire method to analyze the current situation of geography situational teaching in junior high school classes in the district,And investigate and summarize the many problems that exist in the geographical situational teaching process of middle school classes in the district,such as the lack of students’ autonomy,insufficient teacher situational creation ability,lack of quality and students’ lack of attention,as well as problems with language and understanding abilities among middle and primary school students in the district.Subsequently,case analysis was used to illustrate the ways to create situational teaching in junior high school geography,such as teaching resources,games,competition activities,life cognition,and role-playing.The creation of scenarios was carried out through strategies such as improving hardware configuration,constructing VR situational teaching laboratory,enhancing teachers’ cognition and abilities,and enhancing students’ thinking and practical abilities,Further exploration was conducted on the strategies for creating geographical situational teaching in middle school classes within the district.Finally,through the optimization and analysis of the case of "The Governance and Development of the Yellow River",as a classroom example,reference and reference are provided.Finally,a summary of this study was made and outlook opinions and suggestions were put forward,which expanded the thinking for the situational teaching mode of junior high school geography teaching in different regions.At the same time,the analysis and research of this article aims to provide reference and reference content for the selection and application of geographical situational teaching models in other regions.Through this study,the following conclusions have also been drawn:Firstly,geography teachers should have a teaching concept that keeps up with the times.Under the new curriculum reform environment,teaching forms and methods should remove the dross from traditional education,take its essence,learn to innovate,and arm the mind with the power of knowledge.At the same time,it is necessary to combine theory with practice,and be brave enough to discover and solve problems from practice.Secondly,we need to strengthen the awareness of developing junior high school geography curriculum resources.In addition to existing traditional geography curriculum resources such as textbooks,exercise books,reference books,and atlases,it is also necessary to deeply explore geography curriculum resources,such as observatories,meteorological stations,and science museums.Moreover,in the process of creating scenarios,attention should also be paid to the integration of materials and daily life,ensuring that the cited cases are actionable and targeted,and cultivating a good awareness of geography course resource development.Finally,the synchronization of software and hardware is improved.Simply improving the hardware facilities of junior high school geography situational teaching is not enough to improve students’ interest in junior high school geography situational teaching,and thus simultaneously improve teaching effectiveness while improving learning efficiency.From a software perspective,on the one hand,it is necessary to enhance teachers’ cognitive and situational teaching abilities;On the other hand,it is also necessary to enhance students’ thinking and practical abilities,which is an effective way to enhance situational teaching of geography in Xinjiang junior high schools. |
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