The Research On The Diagnosis And Transformation Of World Geography Misconceptions In Junior High School Students

The concept of geography is the basis of the knowledge of geography.How to explore misconception and realize the transformation of concept is an important task of geography education research.The paper focuses on the misconception of the junior high school world geography module,it expounds the research background from the four aspects of curriculum reform needs,scientific literacy requirements,students' cognitive characteristics and geographical concept learning.On the basis of studying the domestic and foreign literatures and fully participating in the teaching practice,the concept terms related to the misconception are sorted out,and summarized the characteristics and related theories of the misconception.Taking the second-grade students as the research object,the four-segment diagnostic test and interview method were used to investigate the misconception,The results show that :(1)the four-part diagnostic questionnaire of junior high school world geography module has good reliability;(2)students had the highest level of misconceptions in "longitude discrimination","difference between climate and weather",and the lowest level of misconceptions are "influence of earth rotation" and "characteristics of temperature in a day";(3)found 10 high frequency myths and 3 low frequency misconception;(4)there is no significant difference in the level of misconception between boys and girls.Based on the survey results,the reasons for misconception are analyzed from the four aspects of students themselves,textbook compilation,teacher influence,and social environmental impact,from making full use of graphs,developing effective geographic concept teaching resources,and effectively designing geography.The inductive variant practice of the misconception,the creation of cognitive conflicts and other aspects put forward the teaching strategy of the transformation of the concept of geographical misconception.Finally,taking the concept level of the concept and the “high contour topographic map” with low conceptual level as an example,the junior high school world is specifically designed from the aspects of textbook analysis and academic analysis,teaching method and learning method,difficulty,and teaching process.The teaching case of the concept change of the myth of geography,and summarizes the conclusions and shortcomings of the conclusions of this study.