Transfer Theory In High School Geography Teaching

I passed 10 years of high school geography teaching practice, understanding of knowledge transfer ability in high school geography teaching the importance of. Learning that the migration, for migration and religion, this slogan have been very popular on campus, in schools, classroom teaching, teachers in pursuit of what students need to know not just in the classroom simply understanding and memorizing knowledge, but the be able to transfer the knowledge learned to other study, work and life. This article is based on Thorndike, Judd, Gagne, Bruner, Osu persona, Jiao Qiusheng other scholars, the results of research on migration from the migration theory of the past, the present research, and prospects for future research, light of its own geography teaching practice, the positive transfer of learning and negative transfer of scientific classification, and for case analysis and verification, will now move into the following production of a variety of reasons: geographic knowledge with the analog link between the relations of positive transfer, knowledge of geography is between the two contradictory (opposite) produced positive association between migration and geography of knowledge links between the relations with the interpretation of the positive migration, geographic knowledge with inductive coupling relations between the positive migration, geographic knowledge are inter-connected with the kinds of positive relations migration, the geographical knowledge of the relationship is between the two parallel links are generated by migration, geography attributes connected with the relations between the positive migration, geographic knowledge has a causal link between the relations of positive migration. Produce negative migration: geographic knowledge, fuzzy production between the negative association between migration and geography knowledge, fuzzy production of negative migration, geographic knowledge led to the negative interference between the migration of geographic knowledge with the pseudo-association relations between the negative migration of mindset produced positive transfer. In this paper, the promotion of geographical learning is transfer method: to enhance geographic thinking ability in the promotion of positive transfer, to strengthen the basic principles of deductive reasoning geographic capacity to promote positive transfer, design, or practice a variety of changes to explain the promotion of positive transfer, training students a wealth of geographic thinking Model to Promote Positive Transfer, a careful analysis of real-life examples of the promotion of positive transfer, design a demonstration of some specific ways to promote positive transfer, the use of board drawing board drawing to promote positive transfer, strengthen geographic research-based learning to promote positive transfer, design "organizer" for Positive Transfer to construct mental maps of geographical knowledge in the promotion of positive transfer. This paper also proposed a number of ways to prevent negative transfer: a clear link between the relationship between geographic knowledge to prevent the negative migration, through the geographic knowledge to understand the nature of the phenomenon among the prevention of negative migration, prevent students from using the wrong life experiences to prevent the negative migration, application " consolidation "and" availability "policy to prevent negative transfer, to break the mindset to prevent negative transfer.Ability to migrate reflects teach students how to learn. Learning is not just to enable students to master a subject or several subjects of specific knowledge and skills, but also to enable students to learn how to learn, that is, learning to master the knowledge and skills, and how awareness of situations in the new application Society of knowledge to solve new problems. Therefore, the mastery learning approach is not only aware of some useful things, but also must pass a certain mental exercises to master the necessary skills and access to problem-solving experience, these skills and experience will greatly affect the subsequent study of the follow-up study generate an effective positive transfer. It can be seen that in teaching students of migration, that is, taught students how to learn, how to apply knowledge.