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对于传统的教学而言,教师的主要任务就是把书本上的内容教授给学生,讲课内容多是照搬课本,这就使得很多教师无法脱离课本进行框架式的系统教学,离开书本教师就不知道该如何教授知识。而对于地理教学,教师应当建立起一个整体性的框架,然后在教学的活动中以教学目标为基础结合学生的接受能力以及学习能力,对课本的内容进行梳理以及整合,然后对教学的过程进行优化设计。一堂高效生动的课程是要通过师生之间的配合以及交流来完成的。单调、沉闷的课堂是无法真正调动起学生的求知欲以及对知识的吸收欲望。只有通过学习者对知识体系自我主动的去建立然后将外部只是内化,才是真正的接收了。因此作为教授地理的教师应当将学习知识的主动权放到学生手里,课堂应当以学生为主体,教师负责的只是对学生的学习思维进行正确的引导,激发其学习兴趣。
For traditional teaching, the teacher’s main task is to teach the content of the book to the students, lectures are mostly text books, which makes a lot of teachers can not be separated from the textbook framework for systematic teaching, leaving the book teachers do not know the How to teach knowledge For geography teaching, teachers should establish a holistic framework, and then based on teaching objectives in teaching activities, combined with the students’ ability to accept and learn, to sort out and integrate the textbook content, and then the teaching process Optimize design. A lively and effective course is to be completed by cooperation and exchange between teachers and students. Monotonous, boring classroom can not really mobilize the curiosity of students and the desire to absorb knowledge. Only through the learner to the knowledge system to establish and then the external self-internalization is the real reception. Therefore, as a professor of geography teachers should take the initiative to learn the knowledge into the hands of students, the classroom should be students as the main body, the teacher is responsible only for the students to learn the correct guidance to stimulate their interest in learning.