A Comparative Study On The Differences Of Middle School Students' Geographical Learning Initiative

A new round of curriculum reform requires to innovate the students’ learning style and advocate independent, cooperative and inquiry learning to constantly improve the learning initiative of the students and make the students the main body of learning. With the curriculum reform advancing further, researchers start to study how to improve the students’self-study ability and the theories and experimental study about cultivating students’ learning initiative begin to flourish.However, a good many researches concerning learning initiative are mostly studies on its concept, level, structure and characteristics, influencing factors, ways to improve learning initiative and the existing problems, comparative studies for the differences of middle school students’ learning initiative are few, especially in geography. Therefore, it is necessary to make a comprehensive and comparative study on distinction of learning initiative in geography of students in middle school, the main performance of the distinction and the possible influencing factors, thus providing basis for frontline teachers to implement differentiated teaching and affording references for the further policy adjustment of new curriculum reform.this paper does the following jobs based on the on-the-spot questionnaire survey:1.This paper takes Songgang middle school of Baoan district in Shenzhen and Hutubi first middle school of Changji in Xinjiang Province as the research area to analyze the learning initiative of students of liberal art and natural science, students from the key classes and regular classes,students of the junior and senior high school, and students of the coastal and inland areas. Through Designing and handing out518survey questionnaires to them, the author get enormous data.The distinguishing learning initiative of students majoring in liberal art and natural science exists in learning interest, learning initiative, selection of problem solution and the frequency to find problems; students from the key classes and regular classes exists in the learning interest, selection of problem solution, conditions of thinking and discussion in class, frequency of review and the solving proportion of the left problems; students of the junior and senior high school exists in learning initiative, learning interest, selection of problem solution, conditions of thinking and discussion in class, frequency of review and the solving proportion of the left problems; students of the coastal and inland areas exists in learning interest, conditions of thinking and discussion in class and selection of problem solution.2.Using statistical software to conduct a comprehensive, integrated analysis of the the questionnaires, the paper is to obtain the main distinction of students’initiative in geography learning,and tries to find the may impact factors causing the differences of initiative in geography learning through the analysis of the questionnaire.For students themselves, the learning interest, distinguishing individual cognitive and learning styles are the main factors;while the the teachers, structure characteristics of geography, the parents and some social factors are external influencing factors.3.The paper comes up with some advice for differentiating teaching method based on the influencing factors and the distinction performance of students’ initiative in geography learning.At last, the paper summarizes the main research results of this study, the shortcomings of it and the outlook for its future research,and then comes to a conclusion that teaching based on distinguishing learning initiative in geography, and using favorable factors effectively can improve students’learning initiative.