Study On Geographic Learning Strategies Of Senior High School Students With Different Vocational Orientation Under The New College Entrance Examination Model

In the context of a new round of high school curriculum reform and the promotion of the new college entrance examination model,in order to meet the needs of different students' own development and long-term learning planning,high school geography teaching process pays more attention to students' personalized learning and training strategies.The vocational tendency of middle school students will make different students' needs and interests in geography study have different treatment ways,which will directly affect their acceptance degree of different difficulty content in high school geography courses and their choice of corresponding learning strategies.Under this influence,teachers can use specific teaching strategies and teaching methods in the teaching process to effectively improve the geographical core literacy of different students.Based on this,through the education scale method,questionnaire method and interview survey method,this paper takes 1265 students from the first grade of senior high school of Taiyuan No.5 Middle School in Shanxi Province as the research objects,systematically measures the vocational tendency of different students,and investigates the habitual geographical learning strategies of students with different vocational tendency.The study finds that the survey subjects' occupational tendencies included six types: survey,practical,career,artistic,social and conventional.On this basis,the learning strategies commonly used by different students mainly include repetition strategy,fine processing strategy,organization strategy,self-planning strategy,self-supervision strategy,self-regulation strategy,time management strategy,learning environment management strategy,effort state management strategy and social support management strategy.Among the students with different vocational inclinations,the students with practical vocational inclinations mostly choose the fine processing learning strategy and self-planning strategy;Students with artistic career tendency mostly choose retelling strategy,fine processing strategy,learning environment strategy and time management strategy;Students with research-oriented career tendency mostly choose self-regulation,self-supervision,self-planning,time management and other strategies;Students with social career tendency mostly choose social support management;The students with career orientation lay more emphasis on social support management strategy,organization strategy and learning environment management strategy;Students with conventional career orientation are more likely to choose fine processing strategy,organization strategy,effort state management strategy,time management strategy and learning environment management theory strategy.Based on the habitual learning strategies of senior high school students with different vocational tendencies in learning senior high school geography,students with practical vocational tendencies can enhance the practical ability of geography and increase the opportunities of field trips;High school students with artistic career tendency should enrich teaching methods to promote students' interest in learning;Students with investigative career tendencies should ask questions based on learning,so as to give play to students' main role;Students with social and vocational orientation should strengthen emotional communication in class and create a harmonious teaching atmosphere.