A Study On Application Of Meaningful Reception Learning Theory To Geography Teaching

Under the background of the based curriculum reform, the geographical new curriculum reform calls for diversification of learning and advocates the independent learning, cooperative learning or explored learning. Reception learning which is a traditional study way has desolated by people. A part of people think that reception learning is passive or mechanical and does not conform to the new curriculum reform. Ausubel who is a famous educational psychologist of America in present age proposes the theory of meaningful reception learning. He thinks that reception learning is not equivalent to mechanical learning and emphasizes that the process of meaningful reception learning new knowledge is the process of students actively constructing knowledge. They can obtain systematic knowledge in a limited time, and form a good cognitive structure. The obvious characteristic of geography subject is comprehensive. Meaningful reception learning reflects requirements of the new curriculum reform. The knowledge of geography subject is huge, so a large knowledge content appropriate to use meaningful reception learning in the process of teaching. Ausubel provides a good theory support when teachers and students accept meaningful reception learning.This article researches application of theory of meaningful reception learning in geography teaching form two aspects of theory and practice. It includes five parts.The first part"overview of meaningful reception learning theory", The part describes the meaning of meaningful reception learning, conditions of meaningful reception learning, motivational factors of meaningful reception learning, the advance organizer strategy and assimilation learning model.The second part"the high school regional geography teaching strategies under the guidance of meaningful reception learning theory". This part proposes high school regional geography teaching strategies from three aspects, including strategies of stimulating cognitive drive, strategies of caused significant tendency and strategies of activating existing cognitive.The third part "analysis content of high school regional geography accepted meaningful reception learning". Firstly, the author analysis the content orientation of meaningful reception learning in geography teaching from the overall. Then, the author systematically classifies and summarizes content of high school regional geography accepted by meaningful reception learningThe four part"study case of meaningful reception learning theory in high school regional geography teaching". The author design cases of applying "advance organizer" teaching strategies and assimilation learning model teaching, which are to demonstrates the practicality of the theory in geography teaching.The five part"teaching experimental study for the validity of meaningful reception learning". The author demonstration effectiveness of meaningful reception learning in high school regional geography teaching by the teaching experiment.Finally, according to the geography teaching, application viewpoint of theory of meaningful reception learning and the experimental study, the author summarizes main conclusion of this research, and pointed out deficiencies of this research and research direction and key on application of theory of meaningful reception learning in geography teaching.