Study On Strategy Of Geography Concept Learning Of Tibetan Junior High School Students

As an important part of knowledge,concept is the basis for students to learn and understand the world.How to improve the efficiency and quality of geography concept learning has always attracted the attention of the vast number of geography education researchers.At present,there are many research results on concept teaching in China,involving a wide range of fields,but there is a lack of relevant research on geography education of western minority students.Due to the influence of many factors such as living environment,regional culture and language,there are some particularity and difference in the cognition and learning of the geographical concept of Tibetan middle school students.Based on the test method,questionnaire survey method and interview method,with the development of social cognitive theory,meaningful learning theory,and the theory of conceptual change learning theory,information processing theory analysis framework,This paper studied 202 Tibetan junior high school students in the first and second grades of Tibetan middle school in X County,Gannan Prefecture.to understand the status of a geographical concept learning and its influence factors are discussed.The research found that the characteristics of geography concept learning of Tibetan junior middle school students are as follows:(1)In the dimension of geography concept learning motivation,the learning motivation is low,the concept learning goal is not clear,and the external impetus such as teachers and parents is insufficient.(2)In the dimension of understanding of geographical concepts,the construction ability of geographical concepts is weak,the representation of geographical concepts is difficult,and the differentiation of similar geographical concepts is difficult.(3)In the dimension of maintaining the geographical concept,the learning habit of geographical concept is relatively weak and the knowledge reserve is relatively lack.(4)In the dimension of geographical concept transfer,the failure to form a good conceptual structure system and thinking patterns affect the transfer.Further research shows that the main factors affecting conceptual learning are subject factors,language and culture factors,teachers' teaching factors,learning methods and teaching resources.On this basis,the research put forward four countermeasures and suggestions.The first is to change the teaching idea and attach importance to the geography concept teaching.The second is to strengthen the resource development of geography concept learning in connection with real life.Third,improve the teaching method,improve the efficiency of concept learning.Fourth,Innovate the way of teacher training and improve the teaching ability of teachers.