Investigation, Analysis And Practical Research Of Heterogeneous Thinking In Junior High School Geography Teaching

With the reform of the college entrance examination system,Senior high school entrance examination system has also changed,and geography has begun to join the Senior high school entrance examination subjects.Schools,students,and parents from disregard to value geography.How to better implement geography education has become a problem that every teacher should think about.The so-called "knowledge of the other person" means that teachers must understand their own students before implementing teaching.Alternative frameworks is to explore students’ thoughts that differed from the scientific concepts in the minds before learning..Ideas that differ from the scientific concept.Exploring the existence of students’ alternative frameworks in favor of understanding students’ true ideas and take targeted measures to transform student stubborn misconceptions.It is especially helpful for new teachers to quickly,accurately and comprehensively understand students in the inquiry process..In the implementation of the teaching can be individualized.This article takes the Chinese version of the seventh grade textbook as an example.Using pretest questionnaires to explore the students’ alternative frameworks in geography learning.Designing teaching cases based on the students’ existential alternative frameworks,Selection of experimental classes to implement inquiry teaching to transformational alternative frameworks.Teaching style in a contrastive class.Finally,the strategy of changing the alternative frameworks is put forward.Through the study,this paper draws the following conclusions:1.Through the analysis of the geography textbooks in the Chinese version of the seventh grade,it is thought that in each chapter of this textbook,it is easy to produce knowledge points that are heterogeneous.2.Through pre-test questionnaires,Investigates that students have more and more heterogeneous ideas when studying the geographical concepts edition of the Chinese version in the middle school.There are four reasons for students’ alternative frameworks in geographic learning:(1)Daily life experience interference;(2)Student’s intuition and imagination;(3)Misinterpretation of words;(4)Ambiguous concept of geographic space.3.Based on the above-mentioned alternative frameworks,designing teaching cases,implementing inquiry teaching in the experimental class,implementing teaching-based teaching in the control class,and analyzing the two teaching cases from the introduction of the class,the teaching process,and the summary of the class.4.Using the statistics of the two-stage test method and classroom performance,The effect of teaching cases in experimental class and control class is analyzed:(1)The experimental class is more accurate than the control class:9 subjects are higher than the control class when choosing the correct option for the experimental class.When writing a choice reason,10 questions are higher than the control class;(2)The initiative of the experimental class was higher than that of the control class,The total number of questions answered by the experimental class students is 26,The number of questions answered in the control class is 15,In addition,the experimental class students’ attention span was longer than the control class.Therefore,the teaching design of the experimental class is more effective in the transformation of alternative frameworks.5.According to the alternative frameworks of students in the topographic map lesson,we can take the following measures to solve the students’ existential thinking:(1)Prove the students’ alternative frameworks in the mind.(2)According to the causes of alternative frameworks,adopt different teaching strategies:①linking life to reality;②autonomous cooperation in inquiry learning;③ experimental exploration.The innovations of this project are:(1)To investigate the students’ alternative frameworks in geography learning in junior high school And design a teaching case that transforms alternative frameworks;(2)The qualitative and quantitative analysis of the validity of the case was conducted through a two-stage diagnostic test.