Research On The Psychology Of Map-Learning Of The Middle-School Students

Map is one of basical human communicating ways, which can transcend borders and language barriers in the international communion. Nowadays with the globalization and informationization, maps, as an information exchange tool, has become more and more important, and the citizens are demanded higher map reading ability by the society. Map Literacy is an important component part of the geographical and scientific quality. According to the survey, the majority of the Chinese people, including young students, map awareness, map skills and spatial cognitive ability is weak, and the status of the National Literacy map also is not optimisticThe map can be comprehensive, direct-viewing, precisely reflect the geography spatial distribution of the things , which is most important basic tools that the middle-school students learn geography. This article closely revolves"the middle-school student"as"the main body"of map-learning, study the psychology of map-learning in-depth from theory and practices, tries to uncover the psychological rule of the middle-school student to the map-learning activity, instructs middle school geography teacher's map teaching activity, and rich geography education theory.In the theoretical side, this article has derived useful ingredient from the behaviorism and epistemology, has analyzed the connotation and the result of the map-learning thoroughly. Extending to"the middle-school student"---this specific study object, discussed the mental structure, the psychic mechanism and the mechanism when they are carrying on the map-learning. and the middle-school student map-learning mechanism elicit greatly to the teacher carrying on the map-teaching. The article believed that there are five psychological stages in the middle-school student map-learning, which is the sensation, the comprehension, drawing, memory, and utilizing, and characterized by the different psychology of learning in the different stage.In the practice aspect, this article has made three investigations and the test. From map interest, map consciousness, charting custom, charting proficiency, environment of using map in family and classroom, map cognition ways and map values, the questionnaire of middle-school student map literacy have investigated the present situation of Shanghai middle-school student's map literacy, and analyze from aspects of age, sex, individual characteristic. The second test that the tested students should find out the position of the continents, the oceans, the countries, and the result has reflected the depth of the student to the world map space position understanding. The third test is about the direction, the distance, and the position and so on space problem, evaluating the student psychology map's construction situation, and analyze the difference about mental map between the male and female. The research of map learning psychology about the middle-school student involved widespread theory area, including geography, cartography, graphics, general psychology, the psychology of learning, information theory, it also has covered the practical contents, such as education investigation, psychological experiment, mathematical statistic analysis. There are many beneficial achievements and the research methods in these theories and practice, which play a vital role to the conclusion and the achievement of this article.