Research On The Understanding Of The Relevant Concept About “Atmospheric Motion” Of Senior High School Students

Concept is not only the basis of individual understanding of the world,but also the cornerstone of individual thinking development.Geographical concept is of great significance for the formation of geographical thinking.And Mastering the concept system is the key for students to analyze and solve geographical problems.However,there are still many problems in the current high school geography concept teaching,and the teaching effect is not good.Therefore,it is not only a basic but also an important curriculum and teaching research topic to explore the current situation of students' understanding of geographical concepts and its teaching strategies from the perspective of students.This research clarifies the logical starting point of the research on the basis of a literature review on four aspects: concept teaching,concept understanding,geographic concept system and atmospheric motion teaching.And through combing the core concept of "atmospheric motion" and related concepts,clarifying the core concept,collective concept,inclusion concept and supporting concept.forming a hierarchical conceptual system of atmospheric motion,and analyzing the key to understanding these concepts.Then using text analysis and two-stage test methods to investigate and research the high school students' understanding of the relevant geographic concepts of "atmospheric motion" in the chapter "Atmosphere on Earth",and understanding the status quo of students' understanding of geographical concepts.Finally,through sorting out the survey results,analyzing the reasons why high school students have problems in the understanding of related geographic concepts in this chapter,and propose corresponding teaching solutions.Research has shown that high school students have many problems in the learning of concepts related to "atmospheric motion",such as the lack of an effective understanding key when understanding geographic concepts,failure to focus on principles leading to incomplete understanding of supporting concepts,and teachers' different levels of emphasis on concepts at different levels,Students lack experience in the construction of geographic conceptual systems,and so on.Corresponding countermeasures are proposed for these problems:(1)Analyze the connotation and extension of concepts,and attach importance to concept teaching;(2)Use scaffolding teaching to help construct a knowledge system;(3)Use comparative methods to clarify differences in geographic concepts;(4)Focus on combining reality and strengthening the practical application of concepts.