Research On The Teaching Strategy Of Junior Middle School Geography Based On Mind Map And Concept Map

In the outline of national medium and long term education reform and development plan(2010-2020),it is proposed that teachers should improve teaching methods,enhance classroom teaching effect and cultivate students' interest in learning.At the stage of compulsory education,geography curriculum also advocates a variety of geography learning methods.However,influenced by the traditional education mode and other factors,how to improve the interest and initiative of junior high school students in learning geography and improve the efficiency of junior high school geography classroom has become an urgent problem to be solved in junior high school geography teaching.Mind map is a kind of note taking method based on the simulation of human brain created by British scholar Tony Bazin.It comes out with a core concept and spreads into different branches through the combination of graphics,lines,words,etc.Also,it presents the individual's thinking process.It is a good tool for writing and sorting out ideas.Concept map is a kind of teaching technology proposed by Dr.Novak based on meaningful learning theory.Nodes are used to represent concepts,and lines are used to represent the relationship between concepts.Both of them can well represent the complex relationships between concepts.In order to better implement the educational policy and curriculum concept,this paper uses the methods of literature research,comparative analysis,questionnaire survey,experimental research and experience summary to carry out the research on geography teaching strategy based on mind map and concept map.On the basis of consulting and analyzing the relevant literature,this paper analyzes the mind map and concept map,and the feasibility of the application of mind map andconcept map in junior high school geography teaching combined with the psychological characteristics of junior high school students and the characteristics of Geography Curriculum in compulsory education stage.In this study,44 students in class 3 and 44 students in class 4 of Yuntong middle school in Wuhua District of Kunming City were selected for the experiment.After a semester of teaching practice,this paper summarizes the application strategies of mind map and concept map in junior high school geography teaching,that is,combining the psychological characteristics of junior high school students,making learning process,combining the course content and practice,making clear the application content,making good use of real image learning method to cultivate geographical thinking,formulating practical teaching plan,carrying out step by step and creating a pleasant teaching ring Environment,timely evaluation and encouragement.At the same time,the following findings were obtained.First,mind map is a good tool to take notes and organize ideas,while concept map can well represent the complex relationship between concepts.The characteristics of the two adapt to the psychological characteristics of junior high school students' geography learning and the characteristics of Geography Curriculum in compulsory education stage.Second,mind map is suitable for the knowledge learning of geographical facts and geographical features,while concept map is suitable for the knowledge learning of geographical principles and geographical procedures.As the concept learning in junior high school is relatively simple,both of them can be used.But in the application,we should combine the contents of the course materials and the psychological characteristics of the students to carry out the relevant teaching activities.Third,the use of mind map and concept map can cultivate students' ability to extract information,making students from passive acceptance of knowledge to active construction of knowledge,so as to enhance the understanding of knowledge memory,and then improve learning efficiency and learning interest.Teachers and students can communicate through mind map and concept map.Students can actively process,analyze and sort out knowledge,and actively communicate with teachers,which helps to improve the quality and effect of geography classroom teaching.