Application Memory In Middle School Regional Geography Teaching

Regional geography has always been the core of the middle school geographical education.With the development of society, some serious problems stand out more and more clearly in theregional sustainable development. For instance, the population continues to grow, theenvironment is changing, the recently man-land relationship becomes more tensional.Meanwhile, the important role of regional geography in the college entrance examination makesit more difficulty to learn this subject well. It involves knowledge about regional geographicalfeatures, physical geography, as well as the human geography. However, the regional geographyteaching situation is not good enough. Students’ lack of interest, practice, teaching time,generalizations, specific trainings, and effective memorizing methods are all contributing to thedifficulty in learning this course. Thus without an efficient class teaching, the cultivation ofstudents’ geographic quality is nothing but words.In the field of education, the study of memory theory always focus on improving theteaching effect. This paper tries to do research on the memorizing methods of regionalgeography by involving modern memorizing theories, cognitive psychology, documents andcourse features. It means to improve students’ memory and memorizing quality, and also to makerelated researches more systematic and innovative.First of all, the thesis will discuss the guiding function of the theory of attention and thetheory of representation in the memorizing of regional geography. The cognitive psychology willbe its basis. The theory of attention will help to draw the students’ attention by the rearrangementof attentions, Flashbulb Effect, Restorff Effect and Serial Position Effect. The theory ofrepresentation will help students to remember knowledge better by visual maps of differentgeographical elements.In the second part, the thesis will do research on the nonintellectual factors that are affectingthe students’ memory. Emotions, metamemory, and autobiography are all considered in my paper.The emotion involves the students’ learning style and environment, while the metamemoryinvolves the reflection, training and auto-generation. The autobiography will be gained bystudents according to geographical narration and documents classification. Students can learnbetter by integrating the fragmented knowledge into personal experience. Above all, the last part will present how to enhance the students memory by applying thetheory of relationship and structure in the integration of knowledge. The effect is clear. And thesystems I want to apply including the relations of properties, analogies, cause-effects, inductionand deduction, spaces, times, conflicts, analysis and synthesis.