A Study On Application Of The Theory Of Meaningful Learning In Geography Teaching

With the new curriculum reform, the students’ subject status is more and more important, the traditional passive instills into the type teaching already improve. But now teachers are in the exploration of how to mobilize the enthusiasm of students, active, efficient learning meaningful for students. Ausubel, the famous America psychologist, emphasizes that learning should be timely presentation of advance organizer to activate students’ cognitive structure assimilation that students have to learn new knowledge to provide a stable attachment of meaningful learning in his meaningful learning theory. Students should have restructured to form a good cognitive structure improvement the knowledge structure during the process of learning new knowledge. Because of comprehensive knowledge of geography, contents. meaningful learning reflects the dominant position of the students. At the same time, the students’ knowledge structure of teaching must meet the requirements of the new curriculum reform to mobilize the initiative of students.In this paper, I reach the meaningful learning theory in the teaching of geography from the theory and practice of two aspects of. It mainly consists of four parts. the basic meaning of meaningful learning theory, the internal and external conditions, three types of learning, assimilation of psychological mechanism and the advance organizer strategy.The first part is "meaningful learning theory".This section briefly describes the basic meaning of meaningful learning theory, the internal and external conditions, three types of learning, assimilation of psychological mechanism and the advance organizer strategy focusing on the assimilation of learning and three models of the Advance Organizer Teaching Strategy.The second part is "meaningful learning theory in high school geography teaching situation. This section is classified and compared with high school geography knowledge from Geography declarative knowledge, procedural knowledge of geography, geo strategic knowledge. Then according to the study and practicing the theory of meaningful learning in high school geography teaching application strategy of nature, I focus on the meaningful learning of high school geographical teaching strategy under the guidance of the theory, summarize the main conclusions of the thesis research and point out the shortcomings in the research:firstly geography learning motivation is not strong; secondly meaningful learning set is not strong; thirdly the classification of geographical knowledge teaching consciousness; fourthly geographical representation of the reserve for learning different; fifthly the students to understand the migration of application ability is not strong.The third part is "under the guidance of meaningful learning in high school geography teaching strategy". It puts forward the strategy from six aspects:(1) activation strategy existing cognitive structure; (2) to stimulate meaningful learning strategies; (3) caused the Motivated Strategies for learning; (4) multi angle showing the advance organizer, knowledge information structured learning geography declarative knowledge; (5) the teaching learning process, schema assimilation knowledge; (6) the rule law and training of learning strategies of knowledge.The fourth part is about "the theory of meaningful leaning in geography teaching practice research". It turns out that training teaching effect is better than traditional test teaching significance through classroom teaching.Finally, according to the study and practising the theory of meaningful learning in high school geography teaching application strategy, I summarize the main conclusions of this paper, point out the shortcomings in the research, and put forward some problems which are needed to pay attention to from two aspects of theory and practice.