A Research On The Instruction Strategy Of Geography Learning Methods Based On The Metacogniton

“To meet the needs of the students’ lifelong learning and, to develop of the students’ ability toself-learning" is an important concept of the new curriculum reform. The students’ Geography self-learningability is mainly reflected in the geography learning methods controlling and using effectively, however,by the means of the investigating, the author found that our high school students have serious problems ingeography learning methods, as follows mainly: the deficiency to understand the importance on geographylearning methods, the displeasure of the geography learning methods mastered, the lack of specificgeographic learning methods(such as geography learning memory techniques, digitizing method,problem-solving approach, methodology and review notes methods). The above problem is not one personthat the author found. In the "high school geography learning guidance Status and Improvement Strategy",Renan also confirmed the existence of the above problems. It indicated that these problems are universal inour country. Therefore, it is very necessary to investigate “how to control and use of geography learningmethods about the students effectively”.In this paper, the author have investigated the problem from the teachers and the studentsperspectives, both the status quo using geography learning methods and guiding geography learningmethods. Through the research about Gushi County high school, I found that most of our high schoolgeography teachers do not pay attention to guide learning geography, but also lack of effective instructionalstrategies on learning geography methods. In order to improve the teachers’ level of guidance on geographylearning methods, and, to improve the students’ Geography self-learning ability, author have researched thetheoretical study on the relevant literature. First, learning from previous studies and according to thestudy’s needs, the author defines the concepts, including the concept of geography learning methods andthe guidance strategies on geography learning methods; Second, in the paper,the author have discussed thetheoretical foundation constructing the geography learning guidance strategy(the meta cognitive theory).About the meta cognitive theory, the author describes the content and structure on the meta cognition, andanalyzes the role promoting of meta cognition on geography learning; Finally, studying the relevantliterature in the world,drawing and absorbing the results of previous studies,the author have determined the direction for further research in this article.Theory comes from practice and services in the practice, the real value on the theory is to guidethe practice. In order to better serve the meta cognitive theory in constructing the guidance strategy on thegeography learning methods, and to play the role of meta-cognitive learning theory to guide strategies forlearning geography, the author attempts to meta-cognitive learning theory and methods of combininggeographic proposed the concept and structure of geography learning meta cognition, and summarizes thegeographical reference meta cognitive learning strategies to guide built. According to the guidance ofmeta-cognitive theory, this paper presents the guiding principles and specific strategies to buildinstructional strategies for learning geography. There are geography learning instructional strategiesconstructed mainly in the article, as follows: First, making use of meta cognitive experiences, teachers andstudents should improve the awareness of the importance on geography learning methods; Secondly,according to the meta cognitive knowledge, to build the necessary knowledge base on guidancegeography learning method; third, combining meta cognitive regulation, to train the students’ self-reflectionability on geography learning methods; fourth, according to meta cognitive knowledge, to train students’policy using on geography learning methods.To confirm the efficacy of the guidance strategies constructed in this article, the author of thisarticle constructed instructional strategies carried out experimentally. In the teaching experiment, the authorof this article constructed instructional strategies for students learning geography guidance, according thecontrast levels and geographic analysis of academic learning by students before and after theexperiment.The author have had Conclusion,as follows: First, the students’ use levels on geographylearning methods could be improved; second, students use geography learning achievement levelspositively correlated with geography; third, it is effective that the guidance strategy builder based ongeographic meta-cognitive learning theory.In the last of the article, the author pointed out that the innovation of this study, as well as theprospects for further research.Innovation of this paper: first, putting forward the concept and structure of geography learningmethods cognition; second, according the perspective of meta-cognition, constructing a practical way tolearn geography instructional strategies. Prospects for further research: first, to expand the depth and breadth of the experimentalimplementation, and to enhance the representativeness of the experimental results; second, to refineguidance strategies built, and to enhance the exemplary guidance strategy.