Study On Geographic Concept Teaching In Middle School

Geography concept is the primary element of geography knowledge. Forming correct geography concept is the core part in the course of learning and grasping basic geography knowledge. At present, a new round of curriculum reforms has started, while the phenomena of teachers'emphasizing conclusion but neglecting the process, emphasizing solution but neglecting concept as well as students'fearing and hating concepts still exist in Middle Schools'geography classes. In reaction to the present condition, the author tries to construct the teaching strategy based on the cognition psychology of students, guided by modern theory of education and fully embodying the students'predominant role in the process of the teaching.The author did careful study on the geography concept teaching in Middle Schools based on the research achievements of last generations, guided by the theories of pedagogy and cognitive psychology and combined with the author's several years'teaching practice. In the whole process, the author mainly applied approaches of document studying, questionnaire, case study, compare and analysis and experience summary and so on to the study.In the essay, the author believes that the process of forming and grasping geography concepts is a process of cognition psychology development, in which the students gradually form new geography concepts based on their former knowledge by assimilating new knowledge information relevant to the concepts. At the same time, the process of forming and grasping geography concepts is also a process in which, the teachers and the students interact by using the conceptual teaching material of geography. Geography concept teaching in Middle Schools should follow certain teaching principles and methods so that the practicing teaching strategy can be instituted.The essay is composed of six major parts. In the first introduction part, the author illustrates the present research condition and the purpose and significance of choosing the subject. The second part is theories. The author set forth the theories of concept teaching strategy in the aspects of the definition, attributes, functions, psychological constructions and forming process of concept, the definition, and interrelations of geography concept. The elucidation of rationale in pedagogy and psychology in geography concept teaching in Middle Schools is the third part of the essay. In the next part, the current situation are primary investigated and analyzed and development tendency of reformation is discussed in two aspects including microscopy in geography concept teaching in Middle Schools. In the fifth part, based on the above theories, the author put forwards the instituted basis, commonly used teaching strategies, procedures and methods of geography concept teaching in geography concept teaching in Middle Schools. One case of geography concept teaching strategies are listed in the part. In the last part, the author gives a summary to study on geography concept teaching in Middle l Schools and points out the questions in the course of putting strategy into practice.