在高中地理教学内容中，区域地理，是综合性最强的一部分内容，是整个高中地理的理论基础，在整个地理教学中的地位不容小觑，同时，这部分内容对于文科生来说，也是疑难问题最多的，长期以来，如何上好区域地理一直是地理教学的热门问题。学生在课堂上遇到的思维鸿沟无法逾越，便会产生畏难心理，困难逐渐累加，学生慢慢丧失了对自然地理学习的兴趣，从而影响到高中地理知识学习的整体性，不利于后期教学工作的展开。针对区域地理教学特殊的性质，根据对建构主义理论的学习和理解，笔者尝试研究使用情境教学法进行高中区域地理教学，本论文旨在回答以下两个问题：情境教学法运用在高中地理课堂中存在的主要问题；情境教学运用在高中地理课堂中的原则和方法。与传统教学法不同的是，在使用情景教学法的课堂上，学生改变了听众和旁观者的身份，积极地参与到教师根据教学内容而创设出的真实或半真实的语言环境，从而获得更直观和更形象的信息授予，学习热情被充分调动起来。笔者遵循研究的基本原则，挑选了自己任教的两个班级进行研究，分别设置为运用常规教学法的对照班和运用情境教学法的实验班。为探讨运用情境教学法进行地理教学的必要性和可行性，设置了前测和后测对学生进行学习评价；同时，为了更清楚地了解师生在教学过程中对于情境教学法的观点和态度，笔者还设计了调查问卷和设置了访谈，探讨这种教学方法的优势和应注意的问题，收获了一些关于情境教学法在高中地理教学中的运用的意见和建议。问卷和访谈收集的数据表明，这种教学方式在学生和老师中间得到广泛的好评。从学生方面来说，这种教学方式可以使学生更好的参与进教学中去，成为课堂活动的主体，在教师的引导下主动进行知识的建构，从过程中使思维得到启发，并激发其学习兴趣，使得一些抽象难懂的问题迎刃而解，巩固了学生的地理基础，并且提高了高中生学习地理时分析解决问题的能力。从教师方面来说，结合学生特点与教学内容设计适当的教学情境，也是提升教师能力的一种重要的实践方式，为更多更实用的教学研究提供了一个思考的平台。

In the teaching content of senior high school geography, regional geography is a part with most comprehensiveness, laying a core content for the entire geography in senior high school, with a position that cannot be underestimated in the holistic geographical education. Meanwhile, this part also contains most puzzles for students in humanities. Since a long time ago, how to lecture regional geography well has always been a hot issue in geographical education. Once students cannot get through the ideological gaps encountered in classroom, they will foster a psychology of being afraid of difficulty; as difficulties are accumulated progressively, students will gradually lose the interest in learning regional geography and thus make a difference to integrity of knowledge study in senior high school geography, which disfavors implementation of teaching work at a later period. Against the particular nature of physical geography education and on the basis of learning and understanding into constructivism, the author tries to study using the situational simulation pedagogy to conduct education of physical geography in senior high school. This paper is aimed to address the two issues as follows: The major problems with situational simulation pedagogy in classroom of senior high school geography, and the principles and approaches by which situational simulation teaching is applied in classroom of senior high school geography.Unlike traditional pedagogy, in a classroom where the situational simulation pedagogy is employed, students have changed their status as listeners and by-standers by taking active part in the real or semi-real language environment the teacher has created and devised according to the teaching content, so that they receive more intuitive and vivid information conferment and that their passion for study is fully motivated. Abiding by the fundamental principles of research, the author has selected two classes he teaches for study, which are set as a control class where conventional pedagogy is applied and an experimental class where the situational simulation pedagogy is applied, respectively. In order to explore and discuss the necessity and feasibility of using situational simulation pedagogy to conduct geographical education, a pre-test and a post-test are set to perform a learning evaluation on the students; meanwhile, in order to clearly fathom teachers’ and students’ viewpoints and attitudes towards situational simulation pedagogy during the teaching process, the author has also designed a questionnaire and set an interview to explore and discuss the advantages and problems worth attention with such teaching method, and has gained a few opinions and recommendations in pertinence to application of situational simulation pedagogy in geography education of senior high school. The data of the questionnaire and the interview suggest that such teaching method is strongly favored among students and teachers.For students, situational simulation pedagogy encourages them to be fully participated in teaching, become the main part of classroom activities, and construct knowledge in an active manner under the instructor’s guide. Throughout this course their thought has been inspired and their interest in learning has been motivated so that some abstract and intricate problems are solved readily, which reinforces the base on which students learn senior high school geography and which can enhance students’ problem-analyzing and problem-solving competence. For teachers, designing appropriate situations for teaching in combination with students’ characteristics and the teaching content is also an important practice way to enhance their ability, which provides a platform of thinking for additional and more pragmatic teaching research programs.