The Application Research Of Meaningful Learning Theory In High School Human Geography Teaching

With the promulgation and implementation of the new geography curriculum standards,the progress of quality education has entered a new stage,and the cultivation of students’ core geographic literacy has become the most important task of current geography teaching.How to effectively promote the cultivation of students’ core geographic literacy depends on whether teachers’ teaching and students’ learning are well integrated,whether teachers can teach and students can learn,whether teachers can organize properly and whether students’ learning enthusiasm can be mobilized.Under the background of modern education,geography teachers are constantly pursuing a diversified teaching mode that conforms to the characteristics of students’ physical and mental development and the law of educational development.Ausubel’s theory of meaningful learning emphasizes students’ principal position and arouses their enthusiasm and initiative,which just meets the needs of the current educational situation.Meaningful learning theory pays attention to the relationship between old and new knowledge,pays attention to the use of appropriate assimilation methods,organizational principles and strategies to provide a stable attachment point for the new knowledge content.Human geography knowledge is inclusive,comprehensive and applicable to a wide range of meaningful learning theory.It will produce teaching effect when teachers apply meaningful learning theory to the teaching of human geography in high school inevitably.This thesis explores the application of meaningful learning theory in the teaching of human geography in senior high schools from both theoretical and practical aspects.In the research process,it uses many research methods,such as literature research,observation,questionnaire survey,interview survey and action research method.Firstly,it clarifies the background significance,innovative points and research ideas of the study.Then,through literature research,the meaningful learning theory is summarized,its meaning,conditions,types,assimilation mode.organizational principles and strategies are elaborated,and its application examples in high school human geography teaching are listed separately.Then.through questionnaire survey,interview survey and classroom observation,this thesis analyses the current situation of human geography teaching in senior high school from the perspective of teacher,student and teacher-student relationship,and puts forward several problems in the application of meaningful learning theory to human geography teaching in senior high school.Then,aiming at these problems,this thesis summarizes the application strategies of meaningful learning theory in the teaching of human geography in senior high schools,analyses the teaching contents of human geography in senior high schools around the new curriculum standards and textbooks,and points out the direction of teaching organization.Finally,based on meaningful learning theory,the case design of human geography teaching in senior high school is carried out and put into practice.Through the research,we can see that meaningful learning theory can organically combine with many symbols,concepts and propositional knowledge in high school human geography,so as to enrich the meaning of knowledge and increase the discrimination of knowledge.According to the analysis of the present situation of human geography teaching in senior high school,although there are still many problems in applying meaningful learning theory to human geography teaching in senior high school,whether at the level of teachers,students or the level of teacher-student relationship,if teachers follow certain methods and strategies,students will be triggered by modern teaching methods,interesting classroom activities and living geographical situations.These problems will be solved by combining learning motivation,life reality,production activities and local cases to construct a characteristic high school humanities geography classroom close to the learning situation,combining theoretical connotation and integrating theoretical strategies to guide classroom teaching more effectively.According to the analysis of the present situation of human geography teaching in senior high school,although there are still many problems in applying meaningful learning theory to human geography teaching in senior high school,whether at the level of teachers,students or the level of teacher-student relationship,if teachers follow certain methods and strategies,trigger students’learning motivation with modern teaching methods,interesting classroom activities and living geographical situations,construct characteristic high school humanistic geography classes close to learning conditions by linking life reality,production activities and local cases,and guide classroom teaching more effectively by combining theoretical connotation and integrating theoretical strategies.The problem will be solved easily.Meaningful learning theory can help teachers to enhance students’ learning enthusiasm,improve students’ learning efficiency,promote the construction of students’ cognitive system,and prolong students’ retention time of learning knowledge.If teachers can effectively apply it to the teaching guidance of human geography in senior high school,it will inevitably achieve twice the result with half the effort.