因此，高中地理教学中如何开发并很好的利用地方课程资源是一个值得研究的问题。
Therefore, it is worthwhile to do some research on how to exploit and make full use of the local curriculum resources.
本论文探讨的是在建构主义理论指导下的高中地理教学设计理论构建的实验研究问题。
This paper mainly studies the experimental research of geography instructional design of high school which is conducted by the theories of constructivism.
网络环境下的资源具有丰富性、生动性、时效性的特点，是现代高中地理教学资源的主要来源。
The resources are rich vivid and effective under the environment of the Internet. They are the main resources for modern geography teaching of senior high school.
本文主要研究高中地理实验的内容及其教学设计，希望能为高中地理教学提供更为丰富的课程资源。
This text mainly discusses the geography experimental contents and teaching designs of the high school. We wish it provide more various curriculum resources for the geography of the high school.
最后结合高中地理教学从常规教学、解题技巧培养、系统复习等途径提出了培养文科生地理综合能力的对策。
At last, the article raises some methods of training the ability as well by combining senior geography teaching from the sides of solving problems and reviewing systems.
本篇论文在调查和分析地理教学和信息技术整合在中小学的应用的情况的基础上，对高中地理教学内容进行分析。
The following thesis is based on the investigation aimed at analyzing present situation of the combination of information technology and geography teaching in middle schools.
第二部分“高中地理教学案例开发的理论基础及开发原则”，以地理新课程与教学论为指导，探讨了高中地理案例开发的必要性；
The second part is "related theoretic basis and the development principles. " It is necessary and important to develop the teaching examples.
在高中地理教学中实施环境教育，要善于挖掘教材中的环境教育内容进行课内环境教育，同时应组织开展多种形式的课外环境教育。
The educational content of the environment permeating is an important teaching material carrying on the environmental education the students of teenagers in the geographical teaching material.
地理学科的综合性及地图载体的复杂性与高中文科生“死记硬背”的学习特点成为一对矛盾，阻碍高中地理教学的有效进行，培养文科生的地理综合能力是解决这一问题的最佳途径。
While the comprehension of geography subject and the complex maps are in contradiction to the mechanical memorizing among liberal arts students, which blocks the effective senior geography teaching.
第四部分：高中地理实验教学设计的实验研究。
The forth part: the research for geography experimental designs of the high school.
第二部分系统地提出了体验式教学的概念和特征、体验式教学的意义以及高中地理体验式教学的意义。
The second part systematically put forward the concept and characteristics of experience teaching, the significance of experience teaching and experience teaching in high school geography as well.
第三部分：高中地理实验教学设计。
The third part: Geography experimental designs of the high school.
阐述了高中地理实验内容及其教学设计提出的背景及目前开展地理实验内容及其教学设计的现实意义。
This part elaborates the background of geography experimental contents, teaching designs of the high school and the realistic meaning of learning geography experimental contents of the high school.
三是系统全面的分析学习策略教学对学生学习成绩的影响，总结高中地理学习策略教学实践经验。
Thirdly is systematic and comprehensive analysis of learning strategies to guide teaching on student achievement the impact of learning strategies sum up high school geography teaching practices.
2003年4月，教育部颁布了《普通高中地理课程标准(实验)》，我国自1949年开始沿用了半个世纪的“教学大纲”被“课程标准”取代。
High School Geography Curriculum Standard (Experimental Version) was promulgated by Ministry of Education in April 2003, instead of the Geography Syllabus used since 1949 in China.
2003年4月，教育部颁布了《普通高中地理课程标准(实验)》，我国自1949年开始沿用了半个世纪的“教学大纲”被“课程标准”取代。
High School Geography Curriculum Standard (Experimental Version) was promulgated by Ministry of Education in April 2003, instead of the Geography Syllabus used since 1949 in China.
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