Cognitive Preferences Of Junior Secondary School Students Study Geography

this research exploration junior middle school student's geography cognition between, discovers by chance through the questionnaire survey affects student cognition by chance factor.All sample comes from the junior middle school students, discusses the student through the experiment in the cognition by chance on orientation.Meanwhile in the sex in, the guardian professional background the different student's cognition performs to contrast by chance, carries on the ordinary class and the experimental class student the comparison, thus found to the student cognition by chance orientation influential factor.In this study, the development of "geographic preference cognitive test" to measure Jilin University Senior College first-year junior high school students "cognitive geographical preferences" style, and explore the geography of cognitive preferences and gender, background characteristics of student-related variables such as the relationship between . Junior high school students show a strong Q (critical questioning)-loving and weak A (Applications)-loving, four strong and weak forms of preference in accordance with the order for the Q (a critical challenge)> P (Principle of principle)> R (memory )> A (applications). This result indicated that students in dealing with geographic information, the preferences of the critical challenge of geographical knowledge, rather than geography hi memory of knowledge and application of geographical knowledge.Geographic cognitive preferences of students and parents of occupational sex and there are different cognitive preferences on the geographical orientation, the boys Q (critical challenge)> P (Principle of principle)> R (memory)> A (Application), girls R (memory)> P (Principle of principle)> Q (critical challenge)> A (applications). Geographic cognitive preferences of students have careers because their parents can vary the phenomenon. In addition, Q (critical questioning) the type of cognitive preference scores with the students was a positive correlation between academic achievement, and R (memory) type of cognitive preference scores and student academic achievement was significantly negative correlation, as P (the principle of the principle) and A (application) type of cognitive preference scores and academic achievement among students, there is no significant correlation.The results showed that students of different types of geo-scientific knowledge preferred orientation of different perception, different types of classes of the cognitive preferences of students there was no significant difference in orientation is different from the parents of the occupation, academic performance and gender on the cognitive preferences of different orientation are certain extent.Through this study, we propose the teaching of secondary school geography lessons: First, teachers and students should establish a correct perception of differences in preferences, and a correct understanding of the geographical differences in the study of cognitive preferences, the differences as an important educational resources, the implementation of targeted teaching, with a view to their aptitude. Second, to explore different cognitive preferences of students to increase interest in learning geography effective way.