The Application Of Implicit Learning In Lunior Geography Teaching

The research of implicit learning began to be widely concerned in the field ofpsychology, Since the1960s. After nearly half a century of research, the unconsciouspsychological mechanism and features of the learning process and unconsciousmemory got deeply revealed, impact in learning view of rational thinking as the centergreatly. Implicit learning enlightenment to education is becoming more and moreattention. It has aroused the interest of many education workers that the existence ofimplicit learning and the impact on learners’ learning, in specific subjects.In this study, I draw lessons from psychology research method, analysis of theimplicit learning whether exist in geography,research that what kind of role implicitlearning in geography study. To be specific, This research is divided into thefollowing five parts.The first part, I analyzed the implicit learning and geographical background. It isreceived many scholars agree that the implicit learning exists in the process oflearning. Compared with the traditional explicit learning, It has the characteristics ofauto maticity, understanding and high efficiency. In the process of specific subjectteaching, Education workers pay attention to teaching environment and promotepractice. It is a pity that nobody pay attention to the geography implicit learning.The second part, I shall study some common nouns in the definition and analyzethe theoretical basis. The implicit learning that this research mentioned is a processthat students master the knowledge not consciously, unconsciously and highlyeffective in certain circumstances. The intellectual is called tacit knowledge. Thegeography of implicit learning is a process that students learn geographical factors inenvironment unconsciously, thereby gaining geographical knowledge, forminggeographic literacy and geographic emotional. In the aspect of theoretical basis, Whatprovides an important theoretical support is Constructivism and Discovery learningtheory. The geography curriculum standard is the theory of the inspection standardand the important basis. The third part, I has carried an experimental analysis of the geography of implicitlearning. Students have different ways of learning such as explicit, implicit andimplicit instruction, through of different instructions. Through the analysis of the test,We found that explicit learning is the most effective way to learn in a short period oftime, implicit learning for knowledge retention is best, Implicit guiding learning stylehas the best effect in the long run.The fourth part, I make some recommendations on geography teaching on thebasis of experimental results. In the process of students’ geographical knowledgelearning, teachers should play their roles as well. They should pay attention to theirown knowledge update, extension and development of new geography curriculumactively, create a geographic learning good school environment and classroomenvironment, optimize the design of the geography teaching and establish a newevaluation system that show the student ability as the core.The fifth part, Summarizing the conclusions of this study and make notes forsome misunderstanding may arise in the geography of implicit learning. This studyshows that the implicit learning exists in geographical knowledge in the learningprocess objectively. Compared with explicit learning style, Implicit learning has itsown unique advantages, also has shortcomings. Geography teachers should combinedwith the explicit learning and implicit learning their strengths, in the specificgeographical teaching process. At the same time, We have to prevent some wrongviews that implicit learning is omnipotent and geography teaching can beimplemented without target.