| Geography knowledge teaching in the teaching process is the basis of the quality of the discipline of geography education, geography causal relationship is an important part of geographic learning. In this paper, geographic causalities are be classified and adopt different teaching methods, help students master the knowledge of geographical causal relationship, help to improve the logical reasoning ability of the students, help to train the students realistic scientific attitude. The research mainly use some methods like observational method, inductive reasoning, and case analysis method. Understand researching the different geographic causal relationship, we can by the domestic and foreign literature to know the present situation, experimental studies summarized by induction different causal relations and to adopt a different way of teaching, the last to confirm the three cases. In this paper, for the study of the geographical causal relationship established teaching geography causality knowledge structure laid the basis for to avoid general talk about the classification of the knowledge of geographic causal relationship to provide appropriate teaching strategies for different geographical causality. Therefore, the conclusions drawn in this article:teachers in the teaching process should be based on different geographic causality deconstruction of knowledge, and then design different teaching cases lay the foundation system for students to grasp the knowledge of geographic causal relationship structure. In the teaching process, to create a mind map, students in original knowledge base to train students to identify problems and improve problem-solving abilities. The shortages of this article is that:geographic causal relationship classified, but causality is also more superficial, the lack of quantitative empirical research. And research on the causal relationship between the geographic structure is not systematic. |
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