Applied Study On The Concept Map In The Regional Geography Teaching In Senior High School

High school new curriculum reform advocates the development of students in the process of teaching and attaches importance to teaching by learning . The traditional way of teaching mainly focuses on teaching in class, and listening and memorization are the main ways of learning. scoring is the main evaluation method, it is difficult to exert students, autonomous learning ability and the ability of reconstructing and integrating knowledge.Regional geography teaching in senior high school generally includes the content of the comprehensive utilization of regional ecology, resource and economy and also often covers the basic knowledge of world geography and Chinese geography in junior school.so the regional geography is comprehensive and holistic, and it needs to memorize a lot of regional information. It requires high analysis ability and high level of students'memory capacity. Obviously, traditional teaching methods cannot satisfy these learning needs. In this paper,we try to optimize the teaching methods and learning methods and the evaluation methods of learning outcomes by using the concept map in geographic teaching.Concept map is a cognitive tool developed by Professor Novak (Joseph D. Novak)in 1960s according to the theory of meaning learning and concept assimilation. From the perspective of teaching, the concept map not only can help teachers organize and impart new knowledge systematically, but also can be used as a tool to review the knowledge as well as a form of proposition to test study effect. At the same time,for students, related concept maps made before the new class, can also reflect students' prior knowledge, which can facilitate the teaching keys' adjustment for teachers. From the students' point of view, the concept map can help students organize existing knowledge,and reorganize and regenerate knowledge. It enhances the understanding and application of knowledge. In exercises and correction process, the form of conceptual graph help students analyze topic ideas, take notes, and find the approaches of exercises quickly , It also helps students to improve the accuracy ,as well as the efficiency of review. At the same time, logical thinking ability of students can be improved.This paper mainly uses the method of questionnaires, references, comparative analysis and other research methods.The thesis consists of five parts.The first part is introduction. It mainly introduces the research background,significance, research contents, methods, research review and research purposes.The second part is the introduction of concept map. It includes the definition of the concept map, the theoretical basis of the concept map, the construction tools and methods of the concept map.The third part summarizes the application status of concept map by references and investigation research. It includes the application of concept map in other fields (besides teaching) and other disciplines, as well as the application status of concept map and existing problems in regional geography course.The forth part puts forward the specific strategies of concept map in high school geography teaching, which is from three perspectives. on the one hand, from teaching perspective,it focuses on the preparation, blackboard-writing, setting problems and explaining exercises; on the other hand, from the perspective of students, it pays attention to previewing before class, summing up after class, the chapter review and taking notes;finally, from the perspective of teaching evaluation, it discusses the evaluation using strategy of concept map in teaching process, which is more comprehensive and scientific than in traditional teaching. At the same time, the paper summarizes the principles and matters needing attention in the use of concept map.The fifth part is the conclusion.