Research On The Teaching Application Strategy Of Learning Transfer Theory In Geographical Objective Questions

The curriculum reform of basic education has brought about major changes in the teaching objectives,from the emphasis on "double-based" to the realization of "three-dimensional goals",and then from the"three-dimensional goals"to the cultivation of students"core literacy",reflected in the high exam questions.The focus is on the ability and literacy of students.The texts and graphic materials of the geography and objective questions in the college entrance examination are novel,and the angles and methods of answering questions are flexible,which makes the problem solving diff-icult.The author hopes to use the theory of learning transfer to help students transfer knowledge,materials and problems to new situations,so as to improve the application ability and geography of students' geography knowledge.This paper mainly focuses on the geographical objective questions in the national I and II volumes in the past five years.Firstly,it fully studies the migration characteristics involved in the problem of geography objective questions in the test paper.Under this premise,find some helpers.Students understand the process and ideas of learning transfer in objective questions.Through the analysis of the 10 questions in the past five years and the key points of the subjective judgment,the migration in the problem solving is divided into four types:knowledge migration,semantic migration,graphic information transformation migration and problem migration.The transfer of knowledge mainly involves the migration between successive learning,the migration between knowledge and new situations,etc.The usual teaching needs to guide students to discover the connection between knowledge and learn to summarize and summarize.Semantic migration needs to start from the perspective of focusing on key sentences and splitting sentences.Graphic and information conversion migration first needs to make full use of the chart.In general,the name of the image,the type of image and the legend will help us to quickly find out the useful geographic information in the image.Secondly,we need to combine the geographical characteristics of the geographical area to make full use of the regional positioning,information.Regarding the migration of the problem,since the simple use scenario is less and similar to the semantic migration,it can be implemented by referring to the semantic migration method.On the basis of comprehensive analysis of the theory of learning transfer theory,the four theories of common factor theory,general theory,relationship transformation theory and production migration theory are screened out from three perspectives:usual practice,student self-sufficiency and induction and problem solving methods.Explain what factors should be emphasized in promoting effective learning transfer.The common element theory emphasizes that the similarity between before and after learning is an important factor in achieving the transfer of learning.Therefore,in the usual test,it is necessary to train the variant training to avoid falling into the sea tactics.Secondly,the generalization and the relationship transformation theory emphasize the importance of the learner's own summary and summary of the principle.The student's learning summary can not only deepen the understanding of the principle knowledge,but also help to realize the learning transfer in the new situation.The production migration theory emphasizes that the learning of procedural knowledge requires certain rules.In this paper,by modifying the thinking activity process of"known ? seeking ? solution ? answer" in the geometric proof problem,the process of solving the problem of geographical objective problem solving is formulated.That is,"seeking?knowing?solving?checking".It helps students develop scientific and rigorous thinking habits,and improve the logic of students'knowledge application and the rigor of reasoning.The formulation of the strategy needs to be tested in the real teaching environment,so this paper uses the experimental method to develop a quasi-teaching experiment after formulating the strategy.The whole experimental design is divided into three major stages.The pre-test scores are analyzed by SPSS 19.0 software to determine that the two classes participating in the test belong to the parallel class,and the less-performing class is used as the experimental group,and the remaining classes are As a control group;then,the experimental group used the proposed teaching strategy,while the control group used the teacher's usual teaching strategy.The difference between the two strategies is limited to the course of the test,and the other unrelated variables have no difference between the two classes.After analyzing the SPSS software,the measured data found the problems in the experiment,and timely adjusted the teaching application strategy to make the strategy more operable.Finally,the teaching experiment is continued by using the updated strategy.After the completion of this phase,the three data are comprehensively analyzed and summarized,and the following conclusions are drawn.The teaching strategies formulated in this paper have a good effect on the problem of geographical objective problem solving,especially the improvement effect of girls'low group scores.The progress of the boys group in the post-test is also obvious.However,the two classes in general did not have an essential difference in the use of teaching strategies,that is,they still belong to the parallel class.The reasons for this analysis are as follows:First,the students with better grades already have a more reasonable method of doing the exercises,and the simple problem-solving strategy has limited help for them;the second is to eliminate the interference of irrelevant variables as much as possible during the experiment.The implementation of the problem-solving strategy used by students is not enough,and the effect varies with the degree of implementation.