Analysis And Discussion On The Concept Teaching Of Geography Course In Middle School

The geographical concept is the summary of geographic things’essential attribute, the basic form and unit of geographic thinking and the cornerstone of the geography course. Due to the basic status of geographical concept, we should strengthen the importance of the concept and focus on the development of students’ability under the background of basic education curriculum reform. At the same time, as one of the main content of the scientific literacy training, geographical concepts have gradually attracted the attention of international geography education. And it also causes people to think about how to develop the concept teaching, and how to strengthen students’ ability of understanding and using concept, and so on. This paper conducts a comprehensive analysis from the teaching, learning, examination and evaluation four aspects of geographical concept. It has a certain reference and guidance significance for teaching activities.This study supported by the basic theory of pedagogy and psychology. It draws lesson from the research results about geographical concepts teaching at home and abroad. And it analyzes the geographical concept system in middle school based on the characteristics of geography. The literature research has provided the basis platform for the survey development and strategy building. There is a survey for 382 high school students about learning and teaching status quo and problems of geographical concepts, through the self-made questionnaire "The questionnaire of geographical concept teaching in middle school". On this basis, the author has put forward feasible suggestions about the geographical concept teaching strategies and learning strategies combined her own teaching experiences. And at the same time she analyzes the test of geographical concepts, and constructs a geographical concept teaching evaluation system. At last she uses the teaching and learning strategies and the evaluation in the concrete teaching case "The urbanization".It discovers that there mainly exist the following problems at present stage about the geographical concept teaching in the survey. For teachers, it shows that they always ignore the importance of the concept, the cognitive characteristics of students, the students’pre-concept and learning process. And the teaching evaluation method is single. For students, it shows that the motivation of concept learning is not strong, the abstract thinking ability is weak, the concept discrimination ability has yet to be improved and the learning method is not scientific.In view of the main problems of concept teaching, the author puts forward teaching strategies for geographical concepts. First, based on students’pre-concepts, create cognitive conflict and promote the concept change, through presetting trap, presenting the counterexample, living demonstrations or group work. Second, build the concept map to make students form conceptual systems. Last, adopt different teaching methods according to students’thought characteristic. Use intuitive teaching method for junior high school students. And use the advance organizer strategy for high school students.At the same time, the author puts forward the learning strategy from cognition and meta-cognition and resource management three aspects. The cognitive strategy has three stages. First, in the stage of acquiring geographical concepts, contact the life experiences to obtain concept shortcut. Use the subjective perception to enrich the geographic representation. Contact existing knowledge to promote the concept assimilation. Second, conduct variant practice to grasp the nature of the concept in the stage of consolidating geographical concepts. Contrast diffirent concepts to deepen the understanding of concept features. Improve the conceptual structure through a variety of organizational strategy. Last, pay attention to the flexible use of the concept in the stage of using geographical concepts. The metacognitive strategy can be trained by four ways. They are heuristic self-questioning, co-operative questioning, thinking aloud and sorting out the wrong question. Resource management strategies include time management, resource management, endeavor management and asking for help management.Through parsing the geographical concept test in the College Entrance Examination, it shows there are curricular and extra-curricular two forms from the source point of view. And it includes the concept connotation, denotation and the relationship of concepts from the content point of view. The examination is flexible in form, and comprehensive in investigating students’knowledge and ability. In addition, starting from the three dimensions of the teaching goal, this paper has established the evaluation system for geographical concept teaching based on the basic principle, which includes unification of teachers and students and association of activity and inertia.The innovation of this article is that it concludes the characteristics of the geographical concept system, explores the students’learning strategies in geographical concept, and perfects the evaluation system of concept teaching. It conducts a comprehensive anylysis and discussion from the teaching, learning, examination and evaluation four aspects of geographical concept. So the research scope is more comprehensive in this paper.