Study On Procedural Knowledge Teaching Of Geography In Senior High School

As to the geography teaching practice in senior high school, the learning of geography knowledge doesn’t simply just involves the requirement acquaintance and memorization any longer, but more profound and rational cognition, the capability of solving specific geography problems, analyzing and explicating geographical phenomena in the real life utilizing the geography knowledge. Hence, learning of procedural knowledge, which is regarding "How to do?" becomes an important part of the learning of geography knowledge in senior high school. In the teaching practices, some of the teachers still make overwhelming generalizations of the geography knowledge preserving unchanged conventional teaching model, proceeding the whole process by memorizing and reciting approaches, which lead to heavier learning burden to students, the failures to apply what they learn in the class to the practical use and the discordances with the requirement of the newly revised course teaching standard and spirits of geography teaching. According to the problems mentioned previously, this thesis conducts the investigating of geography procedural knowledge teaching from the following six respects, so as to offer a useful reference to senior high school geography teachers and elevating the relevance and effectiveness in the teaching practice.The first part—Introduction—proposes the referential value, significance and feasibility analysis of my study based on the research status both home and abroad;The second part—Cognition of Procedural Knowledge—mainly regards the investigation of knowledge categorizing theory, which lays a substantial ground for the coming survey of the procedural knowledge in geography subject, by detailed analysis of concepts, characters and representations of procedural knowledge and relationship between procedural and declarative knowledge.The third part—Procedural Knowledge of Geography in Senior high school—clarifies the contents and representation of procedural knowledge and classifies the learning of procedural knowledge into declarative, procedural and automatic stages from the point of learning process by borrowing from the preceding studying results.The forth part—Strategy of Procedural Knowledge of Geography in Senior high school—proposes distinct teaching strategy according to different learning stages of learning process. In the period of declarative learning, the declarative strategy is adopted, including consciousness and expectation, activating the present knowledge, formulating new proposition; during the procedural stage, comprehension and internalization of knowledge will be implemented, encompassing strategy of practicing in addition to comprehension of basic concepts and principles; the final stage, namely the strategy(mainly about knowledge migration and scene transformation) to realize automation of procedural knowledge, obtains the aim to apply the geography procedural knowledge.The fifth part—Teaching Design of Procedural Knowledge of Geography in Senior high school—practices teaching design, which briefly analyzes objectives, contents, difficulties and problems according to the comparison of diverse teaching segments in teaching, based on the overall study.Finally, summarization of viewpoints of this study and prospects of the fields remained unexamined are presented.