Investigation and Discussion of Experiential Learning Models Based on Middle School Geography Subjects

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Adapting to the requirements of the new curriculum reform of secondary school geography, the experiential learning mode can change the traditional secondary school geography learning mode of the students, so that the students really become the main body of the classroom and take the initiative to learn, so that they can get intuitive and real feelings in learning and develop their geography core literacy in this way, this paper tries to understand the actual situation of the application of experiential learning concepts in secondary schools by the field survey and on this basis, we carry out a corresponding Discussion Interviews with five geography teachers and questionnaires from 206 students in two secondary schools in Hunan A and B show that: most students have a good relationship with their geography teachers; most students like the subject of geography; more than half of the students think that the difficulty of geography is average, but 35.3% of the students think that it is challenging to learn geography; the students' ability to learn independently is weak, and only 17.4% of the students often do pre-study before class; and the students' ability to learn by themselves is weak, and only 17.4% of the students often do pre-study before class. Students are less capable of independent learning, with only 17.4% of them regularly doing pre-study before class; the majority of teachers still adopt the traditional teaching mode, which is mainly based on lecturing; nearly half of the students think that the best way to learn is to acquire knowledge through practical activities, and very few students have participated in classroom inquiry activities. Therefore, setting clear goals for teaching activities is an essential guarantee that experiential learning will not become a mere formality; in experiential activities, guiding students in a timely and effective manner will significantly improve the efficiency of experiential learning activities, and avoiding a single evaluation of the feedback of teaching activities. Diversified evaluations can only highlight the effect of experiential learning.