Based On Cognitive Psychology Of Middle School Geography Teaching Linkage Study

Based on shenyang Huanggu District education scientific research investigation and practice, on the basis of the results found that with the improvement of education level throughout the region, adding to the geography students psychological pressure. At present, Shenyang education competition enters a higher school pressure is too large, the student schoolwork burden overweight, school-age children’s psychological problems generally increase. Students show the connection to the geographical knowledge and life appear blank, this is a junior high school geography teaching attaches great importance to the absence of a fundamental problem. In shenyang area in recent years, the examination of the geography subject grades do not count towards the total score, the students relaxed in the middle school stage study of geography, and throughout the university entrance exam, needs to be done in the corresponding high school teaching target at the same time, supplement the junior high school geography content, enters a higher burden heavier. In 2015, the first time in shenyang for examination geographical performance included in the examination score, this study as an opportunity to geographical discipline in the balance of the two levels of education play a role in the study. To study high school students’cognitive psychology; Analysis of the high school geography teaching material in the differences in curriculum; Combined with the students’cognitive psychology to perfect the teaching goal, to enrich the teaching of geography education theory. Practice shows that China’s many excellent geography teachers made outstanding contributions for geography education career. Their development is in the fusion with the classroom practice, learning in the process of teaching experience, the "come from students, to students" out of practice. This paper practical significance lies in:(1) understanding students’ psychological burden, in order to start to reduce the burden of study. (2) to find the effective way to solve the high school geography teaching cohesion. (3) is applied to the study of middle school students’cognitive psychology in geography teaching cohesion in order to improve teaching efficiency. Domestic scholars in the study of cohesion teaching process of cognition, but only as an academic term, not based on in-depth academic research, more geographically the combination of various disciplines and fields and disciplines in various aspects for research. Based on students’cognitive psychology as the main line, introduces the theory of psychology research in geography teaching, hope that through this study can make teaching into the heart of the student, solve problem in basic education of students academic pressure. At present, there is no specific geographical cohesion education according to the shenyang area of related research, existing research are based on local education situation, the existing problems and corresponding countermeasures are also has a certain region, shenyang region by not setting of geography education master’s training normal universities, so the region education research problems left blank. For a high quality education level, is undoubtedly the crisis; Helps for studying how to connect problem in other parts of the breadth of the research, theoretical research is given priority to, the lack of research in practice; The study reference case reasoning, detailed clarify problems, and puts forward how to application of practical students cognitive psychology in geography teaching practice. In this paper, using literature method, comparative research, case analysis, questionnaire investigation, interview method as the main research methods. Based on the students’ cognitive psychology, the study in two levels of geographical teaching of middle school students use cognitive psychology. Study in high school geography teaching cohesion stage of students cognitive psychological research value. From cognitive psychological research on students’geography achievement promotion value; To carry out the new curriculum reform of geography teaching goal of value; The value of rational teaching of teachers fully. In piaget’s cognitive development theory, constructivism learning theory, vygotsky’s theory of the zone of proximal development, bruner’s theory of learning, new concept of Gardner’s intelligence and Rogers meaningful learning, thor’s "cognitive map" is the powerful theoretical basis. Students to validate the application of cognitive psychology in the geography classroom, dig into unique value to study high school geography subject, on the time axis transverse cognitive differences influence on students’ thinking ability, the influence of teachers, the teachers in the teaching process of problem analysis and aims at the problems in the teaching of geography teachers put forward countermeasures. Finally, students’cognitive psychology application in geography class.