Study On The Current Situation Of The Geographical Pre-concepts And Its Transformation To Scientific Concept Of 7th Grade Students

Constructive learning theory holds that knowledge cannot exist independently outside individuals,and learners establish their knowledge on their original experience.Geography is a new subject and beginning of systematic geography knowledge for freshmen in grade seven who are transforming from primary school to junior middle school.However,surveys found that before learning geographical knowledge,students have their own understanding and opinions of various geographical phenomena and related connotations in the world through their own growth and existing knowledge.They have already stored certain geographical knowledge in their minds,which is the geographical pre-concept mentioned in this paper.Before this study was proposed,most of the current researches on pre-concept were confined to biology,chemistry,physics and other disciplines,while the researches on pre-concept of geography were rather few;in particular,the researches on pre-concept of geography for freshmen in Grade Seven are still in a blank state.As discovered,geography teachers in grade seven partly understand geographical pre-concept,but they haven't attached great importance to it.Therefore,many teachers simply teach students geography according to their existing teaching experience,ignoring the fact that most of the seventh grade freshmen have geographic pre-concepts exist in their minds,which results in lacking targeted and systematic theoretical knowledge of geographic pre-concepts and the necessary strategies and cases for the transformation of geographic pre-concepts to scientific concepts.Based on this,this article conducts in-depth research on pre-geographic concepts,and uses relevant theories such as meaningful learning,recent development areas,and constructivelearning theories as theoretical research basis.Moreover,literature research methods,survey research methods,experimental methods,interviewing method are used.As the T test was analyzed statistically,by taking the 2018 seventh grade freshmen of Experimental Middle School Attached to Yunnan Normal University as the research object,the study analyzes the current situation and factors of the pre-geography concept of the seventh grade freshmen at this stage and summarizes its influence on the geography study of the seventh grade freshmen.By combining the previous researches,the studies in this paper put forward methods and strategies to transform pre-concept into scientific concepts on the basis of Grade Seven students' characteristics.Through teaching practice carried out on two classes between a high level class and a common level,it summarizes and analyzes the pre-concept problems reflected from classroom pre-concept transformation teaching,which provides the model of the geography teaching with a strong reference meaning.Meanwhile,the method and strategy can help geography teachers find practical operating methods with certain promotion value,which is more conducive to the improvement of the students' learning effect on the geographical concept.In this study,the following conclusions are drawn:First,seventh-grade freshman's geographical pre-concepts are focusing on the surface of specific things or phenomena.Through the questionnaire survey,freshman of the seventh grade has already understood and mastered certain geography knowledge or feelings before they have formally and systematically learned scientific geography knowledge.They concluded and processed to form their own cognitive system by using their own cognitive level and growth experience.However,these geographical pre-concepts are superficial;moreover,different students have different degrees of geographical pre-concepts,but they all have no real understanding and grasp of its connotation to form scientific geography knowledge.At the same time,most of the geographical pre-concepts possessed by the seventh grade freshmen are focused on concrete things or phenomena,so the abstract geographical knowledge is not enough.Second,the sources of students' geographical pre-concepts are extensive and the individual differences are huge.Extensive and complex factors are found through investigations,which can be summarized as follows:(1)the aspect of family,including parents' knowledge,career,social experience,etc.;(2)the factors of television and Internet;(3)Life experience;(4)Learning experience and so on.It can be seen that there are many sources and affecting elements of students' geographical concepts,and even though they are from the same source channel,the geographical pre-concepts among individual students are different due to various reasons,which puts forward higher requirements for contemporary geography teachers.Third,group cooperation and intuitive demonstration learning are the ways students are pleasant to accept.The learning process of students can transmit and affect each other.Therefore,the “butterfly effect” will be formed through cooperative learning,joint discussion,and brainstorms,helping them gradually transform geographical pre-concepts into scientific geography concepts.While through explanation,inspiration,and intuitive demonstration,teachers make the puzzles clear and leave deep impression.Fourth,the concrete ways of transforming geographical pre-concepts into scientific concepts are as follows:(1)Setting situations(problem situations,practical activities,etc.)to cause cognitive conflicts;(2)Using a variety of teaching means(examples in real life,multimedia animation demonstration,geographic video,etc.)to promote the transformation of students' geographic pre-concept to scientific concept;(3)Discussion and exploration in groups.