The Generation Mechanism And Transformation Strategy Of The Concept Of Geography Myth In High School Students

At present,the ordinary high school education training goal is to promote students' comprehensive quality,focus on the development of core accomplishment,make the students scientific literacy and the capacity of independent development,promote the development of students comprehensive and have individual character.The mastery of the concept of scientific geography is the prerequisite for the formation of students' geographical science literacy,and it is the necessary condition for students to form the core quality of geography subject such as coordination,comprehensive thinking,regional cognition and geographical practice.Therefore,teachers should pay attention to the teaching of concepts in the course of teaching.Due to the complexity of geographical concepts,and geography knowledge is closely related to our life,it is easy for students to interpret the life experience as the basis for explaining geographical phenomena,so that students have a lot of puzzling concepts in the study of geography knowledge.This requires teachers to adopt effective teaching strategies in the teaching process to promote the concept transformation of students,to guide students to change their original concept of life and grasp scientific concepts,thus improving students' scientific literacy.By using classroom observation method,question test method and interview method,this study summarizes the main concept of myth in high school students' "atmosphere on earth" chapter.According to the authors years of research,the formation of the concept of myth reason can be roughly divided into subjective and objective reasons,the two aspects of the subjective reason is mainly formed by students based on their own life experience box and a lot of life concept.This can easily lead to students in the learning process ignored the probe of the connotation of the concept,which leads to students in specific geographic problems tend to use the life concept,rather than those recognized scientific concept as the basis of reasoning;Even some learners will have the concept of life to interfere with the scientific concept,resulting in negative transfer of learning process.In the objective aspect,it is mainly the improper teaching methods adopted by teachers in some aspects and the inaccuracy of language in the classroom,which leads to the misunderstanding of the students.Conceptual change requires symptomatic treatment.Teachers should adopt different teaching strategies according to the students' cognitive level and the mechanism of myth,so as to promote the concept transformation of students.Due to his teacher's teaching method is not suitable or words can not express how rigorous and led to the myth of concept,teacher should be in the class prepares a lesson earnestly,form consistent with scientific and standardized language,adopt a more appropriate teaching methods to explain geographical concept;By the concept of myth,as a result of the students' daily experience,teachers can set different situations,make students produce cognitive conflict,with the help of the cognitive conflict resolution process to guide the student to realize conceptual change;By the students' subjective when do the topic or subject knowledge caused by negative transfer between the myth of concepts,teachers should help students in the classroom cardingconcept map,a clear connotation of the concept of a specific and its application conditions,and clear the specific concept in the position in the current body of knowledge.