Research On The Applicability Of The Teaching Of Geographical Concept Map In Senior High School Under The Knowledge Classification

Curriculum reform in the new era of education makes traditional geography teaching face great challenges,How to make students change from "learning" to "learning" has become an important content in curriculum design.Therefore,in the actual teaching,we must not only inherit the traditional and effective teaching methods,but also explore new teaching methods to guide students to learn.The concept of geography has always played an important role in geography teaching.As one of the effective new tools for the study of geography concepts,concept maps have the characteristics of image intuitiveness and simple representation,which have naturally become the focus of geography teaching research.But is there a difference in the teaching effect of concept maps for different categories of knowledge? If so,what are the differences? This research was conducted based on such questions.This article is a study on the applicability of concept maps in different types of knowledge teaching,which adopts the methods of literature research,questionnaire survey,experiment and comparative analysis,based on previous conclusion that "concept map is effective in geography teaching",and in order to make the application of concept map in high school geography teaching disciplinary and facilitate teachers to use concept map to assist geography teaching.The research is divided into five parts: the first part is the introduction,which mainly expounds the background,purpose,significance,current situation,methods,technical route and research characteristics of the research.The second part introduces the theoretical basis of this research.The third part is the overview of concept map application,including the definition of related concepts and the feasibility analysis of concept map application in "geography 1" teaching.The fourth part is the core of this paper-empirical research.In this experiment,one or two parallel classes of a senior high school were selected as the experimental subjects to carry out the alternative experimental teaching,and the two classes were experimental class and control class.On the one hand,according to the SPSS data analysis software,the test data in the experimental process were processed,and the applicability of concept map in different types of knowledge teaching was evaluated from a rational perspective.On the other hand,according to the results of the post-test questionnaireof two classes of students,this paper provides a basis for the analysis of the adaptability of concept map from the perceptual level of students,and grass the attitude of learners towards the application of concept map to geography teaching in the later stage of the experiment.The fifth part is the conclusion and prospect.Through the analysis and synthesis of the results obtained in the fourth part,the following conclusions are finally drawn:(1)the applicability of concept map in different types of knowledge teaching is different,and according to the differences,the applicability can be divided into four levels of A,B,C,and D,and the different levels contain matching knowledge categories;(2)concept maps are generally adaptable in geography 1 knowledge;(3)each level of the student questionnaire reflects the learner's recognition of the application of concept map in geography teaching,at the same time,it reflects the fact that the matching degree of concept map and different knowledge learning is different;(4)according to the degree of application of concept map,the concept map is selectively applied to high school geography teaching,which can highlight the advantages of concept map and effectively improve the teaching efficiency.Finally,in the fifth part of the paper,the author also reflects on the research,and proposes some ideas for the further improvement and deepening of the research.