Strategy Study Of Geography Concept Intuitional Instruction In Middle School

Geographical concept reflects the essential attribute of geographic matters,phenomenon and their evolution process. It is not only an organic part of geographicknowledge, but also the foundation of geography subject knowledge system.Because geographical concept is the key to understand basic geographic knowledge,it has become the focal points of teaching in middle school. But the character of highabstraction of geographical concept requires the teachers to start with intuitionalinstruction in teaching and to help the students to achieve a vivid concreteunderstand of geographical concepts, then guide the students on learninggeographical concept based on learning goals.Based on the sampling survey of current situation of teachers’ teaching andstudents’ learning on geographical concept in middle schools among districts ofGuangzhou city, this paper reveal the cause of why it is difficult to both teach andlearn geographical concept, and determine the features for establishing strategy forgeographical concept teaching, including teaching goals, theoretical basis andintuitional instruction methods.Then, according to the theory of Bloom’s instructional objective classification,combined with the classification of cognitive domain behavioral verbs ingeographical curriculum standard, this paper divide the geographical concept intofive levels: comprehension, application, analysis, integration and evaluation, as thegoal system construction of geographical concept in middle school. Theoretical basisof this paper include students’ cognitive characteristics and the formation process ofgeographical concept. By these, this paper re-divide the intuitional instructionmethods, especially the subdividing of modern intuitional instruction method.Combine three features mentioned above by educational action research, andpractice the intuitional instruction strategy of teaching goals on five levels, this papertests the teaching effect according to students’ study situation and scores by usingeducational experiment method. And finally achieve the conclusion that theintuitional instruction strategy can apply in both middle school students and highschool students. By correct selection and application of intuitional instructionstrategy, design teaching procedure according to the strategy and emphasis oneducating students’ learning skills can be beneficial to practical reflection on how tomake less but better geography homework.