Modern Cognitive Psychology's Perspective Of Knowledge And The Instruction Reform Of Geography In Middle School--Based On The Instruction Reform Of Geography In Senior Middle School

Content: The perspective of knowledge is the confluence of the view or the opinion and the concept, which are drawn from such questions as the nature, the source, the standard, the value and the cultivation of knowledge. Knowledge is internally related to instruction, so the instruction activity, whether the growth of the instruction concept or the appearance of the instruction behavior, is closely connected to the perspective of knowledge. Because of long-time influence from the epistemology of philosophy, knowledge in our education circle has been popularly defined as {The reflection of the object's character and connection, as The subjective impression the objective world puts on human's brains). This has brought about many troubles in the instruction activity: the inter-action of the subject and the object is ignored and it keeps us away from grasping the laws of teaching and learning. However, Modern Cognitive Psychology regards knowledge as the information and the organization, which are gained through the inter-action of individual and its environment. It divides knowledge into two kinds: declarative knowledge and procedure knowledge (The former is used to answer What is it and the later is used to answer How to do.) and announces the inter-relations between them. Procedure knowledge achieved both on the base of cultivation declarative knowledge related and through a series of variable practices. While declarative knowledge is knowledge of a thin sense and the technical ability and the method in a common meaning belong to procedure knowledge. As for Modern Cognitive Psychology, so-called technique is in fact a set of procedure knowledge one cultivates and if a student achieves knowledge of a broad sense, this is to say, he develops his intelligence. In a word, the research results Modern Cognitive Psychology draws on such questions as the nature of knowledge, the feature of knowledge and the cultivating mechanism of knowledge, help to make us have a more comprehensive knowledge of knowledge. On the basis of it, this paper aims to inquire into the inspirations from the Modern Cognitive Psychology's perspective of knowledge to the instruction reform of Geography. Instruction should attach importance to analyzing student's old experiences of knowledge. Instruction should consider the nature of knowledge and do it should do accordingly. Instruction should pay attention to giving play to student's subjectivity. And instruction should pay attention to shaping student's good cognition structure and construct the instruction model students are put in the center, that is to say, determining the instruction aims should be in line with the type of knowledgestudents had, analyzing the instruction tasks should begin with the ordinate knowledge and technique which are needed between student's old experiences of knowledge and instruction aim's achievement, and defining instruction's method should be in accordance with the procedure and condition's difference of cultivating the types of varied knowledge. Besides, this paper raises some instruction strategies accordingly, guiding teachers how to do at different periods of instruction. And some instruction experiment's results have showed that Modern Cognitive Psychology's perspective of knowledge in directing the Geography instruction in Middle School is effective and successful and can obviously promote student's learning of Geography. In a word, Modern Cognitive Psychology's perceptive of knowledge is of practical value to the real Geography instruction in Middle School and is worthy to be popularized.