Myth Of The High School Geography Concept Transformation Of Effective Teaching Strategy Research

Since ancient times,scholars have been adhering to strengthen students’ quality education,individualized educational philosophy,has been widely praised by other scholars.Nowadays,In order to Catch up with the times,the require to improve student’s scientific literacy,which is an important segment to learn,is put forward in New Curriculum Standard.Learning,understanding and mastering the basic concepts of science plays an important role in improving the scientific literacy of the students,and is also one of the important links to improve the students’ scientific literacy.Therefore,to improve the geographical scientific literacy in teaching process,which depends on whether students understand and master the basic concepts in geography.In the daily teaching process,the teachers often find that the geography concept to obtained usually receives the influence from students’ previous experience of life.They don’t really understand and grasp accurately the real concepts in learning.Some of the students are only literal,broken,or even deviated from the concept of geography itself.These concepts are called as the misconception,which are not correct or not comprehensive compared to scientific concepts.The misconceptions have influence on the geographical concept to grasped and the science and the scientific geography system to formatted,and even affect the overall teaching effect of the concept of Geography in high schools.The traditional teaching in geography concept is the one based on “teachingoriented” irrigation type of teaching method.It completely ignores the "subject" status of the students,and can not fix the misconception in students’ mind,which result in the phenomenon of "rote learning" and the low learning effect.Thus it is essential to this study that the teaching strategies to effectively change the concept of the students’ Geography confusion be put forward,finding out the problems in the teaching process and reasons for the misconception of analysis of high school students,which can help the students to realize it.This study focus on the cognitive development theory and teaching mode construction about the misconception concept transform by means of interview and questionnaire survey to explore the present situation of the transformation of geography concept in the middle school.Moreover,analyzing the geography myth of the high school students about the reasons for the emergence of the concept,and putting forward the effective teaching strategies for students,combined with the particularity of geography,to change their geographical misconceptions in the teaching process.finally.This thesis includes mainly composed of the following Parts below:The first part is the introduction.In the first part,the author elaborates on the background,purpose and significance of the research,the research status,and research methods.In the second part,we explain the related concepts and some theories,such as the concept of geography,the concept of misconceptions,the concept of geography,and the transformation of the concept of misconceptions,and lists the theoretical foundations of this study.The third part mianly expounds the analysis of the current teaching situation of high school geography misconceptions.This part is the main part of the thesis.It mainly adopts questionnaire survey,interview and classroom observation.The questionnaire survey was carried out from two angles of teachers and students.According to the results of the survey,the problems in the process of the transformation of the concept of misconceptions and the causes of the concept of geography mystique in high school students were summarized.The results of the survey found that teachers lack of in-depth study on the transformation of the concept of geographical myth;teaching ideas are old and lack of new ideas;teaching strategies are relatively simple and direct explanation;lack of systematicness;neglect of students’ old knowledge and perceptual knowledge;students generally have the concept of misconceptions in the study of geographical knowledge.In addition,there are many reasons for the students’ concept of geographical myth,such as the influence of daily life experience,the particularity of geography,the negative transfer of the concept of categorization,the understanding of the literal and the meaning,the incomplete understanding of the students’ understanding of some geographical concepts,and the misleading of the teachers on the concept of geography and the misleading of the students.Social media information has an impact on students’ understanding of geographical concepts.The fourth part is the effective teaching strategy of high school geography misconception transformation.According to the particularity of geography itself,the problems existing in the transformation of the concept of geography confusion in high school and the causes of the concept of geography mystique in high school students,the effective teaching strategies of changing the concept of geography confusion in high school are put forward,which are as follows: teachers should create the problem situation,effectively change the concept of geography confusion.Analysis,enlighten students to change the concept of geographical confusion;create cognitive conflict,promote the formation of scientific concepts;carry out necessary physical demonstration and experiment;carry out cooperative exploration,inspire students to learn.The fifth part is based on the concept of geographic misconception to transform teaching strategies and design some teaching cases.The sixth part is the conclusion and the prospect.Summarize and reflect on the results of this study,and find out their own shortcomings.