Practical Research On Geography Education Of Middle School Children

With the increasing development of economic globalization and improvement of people's living standard,geographical education has been gradually included in the national educational systems of many countries,fully affirming its critical role in the all-round development of preschool children.However,our country's geographical education basically focuses on the primary and secondary schools,with its emphasis on the teaching content and teaching mode,leaving the preschool children's geographical education still in the blank stage.Based on the analysis and summarization of the American National Geographic Curriculum Standard,this thesis performs qualitative analysis over children-depicted community maps,studies the effectiveness of our proposed community map activity curriculum and puts forward several useful suggestions for better performance.With the combination of experiment,interview and work analysis,this thesis starts from the law of somatopsychic development,activity interests and life experiences of children in a middle class of kindergarten and constructs the corresponding community map depiction courses.Afterwards,through interviews and work analysis,the author gains a better understanding about how children view community and perceives their cognition changes.According to the obtained information,the author realizes geographical education for children in a kindergarten middle class,which successfully improves their attention to community and enriches their community cognition.The results of this study confirms that children's cognition of community can be significantly improved through our proposed geographical education course,which are mainly reflected in the following aspects.Firstly,after the map depiction activities of community,children's awareness of the composition and spatial relations of the community institutions has been greatly improved,and the expression and meticulous description of the community map have been improved obviously.Secondly,in term of the composition of community institutions,the total number of institutions depicted by children has been increased with their variety more abundant.Thirdly,with regard to the spatial relation of community institutions,children's representation ability of spatial relationship has been significantly improved,tending to take the direction of “back to kindergarten”,and many of them have a certain concept of "left and right".Fourthly,in term of the expression of the community map,the child self-recognition is higher than the peer recognition,and the recognition of some of the subjects is highly consistent.Fifthly,in term of the community-map drawing form,the way of children's representation is broadly divided into four types,including “pictorial” picture form,“realistic” picture form,“functional” picture form,and “randomness”.Based on the results,this thesis further puts forward several useful suggestions for better preschool children's geographical education.Firstly,the geographical education of children can be infiltrated in various activities of kindergartens.For example,teachers should encourage children to express their perception of geography through a variety of ways and also improve the awareness of parental geography education.Secondly,parents need to establish the concept of life-geography-education and progress together with their children,creating an atmosphere of discussion and co-learning.Last but not the least,the community can not only create a supportive psychological environment,so that children dare to take the initiative to understand the community,but also organize funny activities to enrich children's life experience.