High School of Teaching Geography 3 mandatoryto PEP as an example.docVIP

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High School of Teaching Geography 3 mandatoryto PEP as an example.doc

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High School of Teaching Geography 3 mandatoryto PEP as an example

High School of Teaching Geography 3 mandatoryto PEP as an example Summary: In studying geography, “a compulsory” and “mandatory 2”, based on the high school geography textbook system has also arranged for regional sustainable development as the core content of the “compulsory 3” study, but geography “compulsory 3” in teaching materials the preparation of a selection of case materials, case evaluation of teaching and the reality of teaching there is a big contradiction. Based on the problems and contradictions, this article tries to PEP Geography “compulsory 3” overall actual teaching proceed the existing problems and challenges of teaching the appropriate coping strategies in order to facilitate geographical “compulsory 3” smooth development of the teaching, which to achieve better teaching results and practical lessons in line with standard requirements. Keywords:: knowledge of geographical analysis of teaching strategies pave the way evaluation by students A new curriculum in high school geography textbook compulsory system, geography, “a compulsory” and “mandatory 2” respectively, two blocks from the environment on human activities and human activities impact on the environment described two aspects of human-land relationship. By these two modules, teaching, and aims to enable students to understand and grasp it from the general human and geographical environment, the basic principle of coordinated development. On this basis, the course system arranged Geography “compulsory 3”, its main purpose is to enable students to be able to “compulsory 1” and “mandatory 2” what they have learned the basic principles of geography and regional sustainable development are combined and applied to a certain regional coordinated development of human and geographical environment of the practice. Therefore, for Geography “compulsory 3” teaching, can be an overall grasp of three aspects: “mandatory 3” teaching, must be based on students to master some basic knowledge of t