| The “Urgent High School Geography Curriculum Standards(2017 Revised Draft)” formulated by China “identifies the basic tasks of implementing the “good character makes a man” from the perspective of geography education through the cultivation of geographical core qualities” as the overall goal of the high school geography curriculum.The cultivation of students’ geographic core qualities can not be separated from the basic concepts of geography and basic knowledge of geography.The concept is the basis of geography learning as well as an organic part of students’ core literacy.A large number of research and geography teaching practices have shown that before learning geography science courses,students are not in a blank piece of mind.They form their own understanding and views of various geographical phenomena or geographical concepts in the objective world through the accumulation of various channels and experiences in daily life,which is the concept of pre-geography.When students learn geography knowledge,they always try to contact their own understanding.Due to the limited knowledge and experience of middle school students,considering the problem is not comprehensive enough,the previous understanding of some geographic phenomena or geographic concepts is mostly incomplete,non-essential or even wrong.Students themselves think it is "perfect" and "reasonable",so they often don’t want to give up or change their points.These erroneous pre-geographical concepts hinder the establishment of scientific concepts,which is an important reason for the inefficiency of teaching.Therefore,in order to improve the effectiveness of geography classroom teaching and promote geography teaching,teachers must pay attention to the form pre-concept in the students’ minds.Teachers should explore the students’ former concepts in an effective way,adopt some teaching strategies and methods in the classroom teaching and then help students to translate pre-geographic concepts into scientific concepts,which is an urgent problem to be solved.Based on this,this paper chooses the pre-geographic concept as the key research direction.According to relevant research theories of meaningful learning,recent development zones,cognitive development,and constructivist learning,combined the former concept of geography with middle school students,using the way of literature research methods,questionnaire surveys,interviews,and other research methods to study some middle schools in Kaifeng City.We study and investigate the current situation of the concept of pre-geography of middle school students,explore the problems of process of learning geographic concepts.Based on the analysis of the pre-geographic concepts,we put forward the corresponding strategies to achieve the goal of more effective learning of geographical concepts in middle school students.The author conducted interviews with the Huayang Foreign Languages School of No.14 Middle School and No.6 Middle School in Kaifeng City and Huayang Foreign Language School in Xiangfu District.A total of 500 questionnaires were distributed and 454 were recovered.The recovery rate was 90.8%.In addition,interviews include face-to-face interviews and QQ(WeChat)were conducted.The interviewees consisted of 12 outstanding senior teachers and novice teachers.These two research methods are the main source of the research data.Based on the survey of the former concept of middle school students,we can get the following results.(1)The pre-geography concept exists universally among middle school students.(2)Students tend to group collaboration and intuitive demonstration for the concept learning.(3)There are many factors hinder the transformation of the concept of high school geography,mainly reflected in: the geography community does not pay enough attention to the former concept,the geography teacher does not pay enough attention to the former concept,the concept of the student geography is inflexible and invisible,and the transformation is difficult.The results of interviews with high school geography teachers were analyzed,and the following conclusions were drawn:(1)Teachers generally have less knowledge of pre-geographical concepts.(2)Teachers think that students generally have pre-geographical concepts.(3)Teachers think that students have rich sources of pre-concepts.(4)Teachers think the former concept should be divided into two for students.Through questionnaires,interviews,and reading of relevant documents’ the author found that there are some problems existing in students’ learning geographic concepts or teachers’ teaching of geographical concepts.And we propose some corresponding strategies for these issues in order to achieve the purpose of converting the concept of pre-geography to a scientific concept.The methods are as follow.(1)Creating scenarios,trigger cognitive conflicts,mainly through problem situations,cooperative learning,and contact with life practices to trigger cognitive conflicts.(2)Using a variety of teaching methods to promote students’ understanding of geographic concepts,mainly guiding students to understand geographic concepts by contacting with life experience,geography experiments,and modern information technology.(3)Promoting students’ cognitive assimilation and compliance.(4)Promoting the feedback of students timely.(5)Strengthen teachers’ education concepts and professional qualities.(6)Creating a good learning environment for geographical concepts,and geography organization must be concerned about the concept of geography and online media should actively popularize geographical common sense actively,while families should also create a good atmosphere of geography learning.The innovation of the thesis is mainly reflected in the selection of topics and the exploration of specific geographic concepts.The research on the former concept has so far mainly focused on chemistry,biology,physics and other disciplines,and there have been few studies on the geography of middle schools.Another innovation is the exploration of some specific geography and concepts,and the search for a previous concept change strategy based on the survey results.The former concept is the foundation of geography learning,which is an important factor influencing the study of geographical concepts as well as the prerequisite for the realization of geographical core qualities.It has important theoretical value and practical significance.Therefore,the study of the pre-geographic concept and put forward the change strategies,hoping to provide a reference for the study of the former concept of the geo-theoretical workers and the teaching services of front-line teachers. |
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