Research On The Construction Of Thematic Geographic Cognitive Structure In Secondary Schools

Geographical cognitive structure refers to students based on the original geographical concept of their own minds,according to their own understanding and understanding degree combined with their own cognitive,memory,thinking,imagination,speech and other cognitive activities in the new material.After the processing,transformation and reorganization of the geographical knowledge,a new organic whole with certain internal relations and laws conforming to its own cognitive level is formed.With the continuous development of the new curriculum reform,modern education pays more and more attention to cultivating students' cognitive ability,combining the original knowledge and experience in the students' minds with the new knowledge structure,and constructing a reasonable cognitive structure,which promotes geography.Further development and research of cognitive structure theory.Therefore,this thesis takes the topical geography of middle school agriculture as the research object,analyzes the relationship between geocognitive structure and geography knowledge structure,constructs the agricultural topic knowledge structure,and proposes corresponding teaching strategies for the construction of agricultural geography cognition structure.This paper mainly includes five parts: The first part uses literature analysis method to summarize the research background,research significance and research status of geo-cognitive structure.The second part is about the related overview of geo-cognitive structure theory.The relationship between geographic cognitive structure and geographic knowledge structure is discussed.The third part summarizes the theoretical basis of cognitive structure theory,constructivism theory and geography teaching theory through the literature analysis method.In the fourth part,the geography knowledge structure of the middle school agriculture was constructed by using the literature method and the textbook special analysis method.The preliminary proposed agricultural geography knowledge structure was screened and determined through the questionnaire survey method.The fifth part is based on The above content proposes a corresponding teaching strategy for the construction of the geographic cognitive structure of secondary school agriculture.The main conclusions of this paper are as follows:First,the knowledge structure of agricultural geography is clarified.This paper constructs the topical geographic knowledge structure of middle school agriculture from four aspects: agricultural concept,agricultural location factor,agricultural regional type and regional agricultural development.The specific knowledge structure is found in the text.Secondly,a three-stage teaching strategy for the construction of agricultural thematic cognitive structure is proposed.The teaching strategies for constructing the geographic cognitive structure of agriculture mainly include three stages of preparation,construction and improvement.First of all,in the preparation stage,teachers should pay attention to the original cognitive structure of students.They often use the methods of conversation,diagnostic test and individual interviews to understand the original cognitive structure of students.Secondly,during the construction phase,teachers should pay attention to Effective teaching,clarify the teaching content,and then use the teaching methods such as creating problem situations,case teaching methods,comparative analysis methods and migration teaching methods to organize teaching activities,and use structural blackboard to characterize agricultural geography knowledge;finally,improve the stage and further strengthen the new and old agricultural geography The relationship between knowledge,through the variant training,to achieve the transfer and use of knowledge,and constantly improve and strengthen the agricultural geographic cognitive structure in practice consolidation.