Correlation Analysis Of Personality And Geography Teaching Methods Preference Of Junior Middle School Students In Jiaozhou

The purpose of this study is to put forward the reasonable choice and use of geography teaching methods.The choice of geography teaching methods will be analyzed from two aspects,one is the requirements of geography curriculum standards,the other is students' preference for geography teaching methods.The research objects are junior high school students in Jiaozhou City.The main research methods are literature research,questionnaire survey,interview,statistical analysis and experiment.In the aspect of geography curriculum standard,the behavior verbs in compulsory education geography curriculum standard(2011 Edition)are counted.According to Bloom's educational goal classification theory,the behavior verbs are divided into four categories: memory,understanding,application and synthesis.According to Bloom's classification theory of educational objectives,the use strategy of teaching methods is designed,and the excellent teaching cases in "geography education","geography teaching" and "middle school geography teaching reference" are used as evidence.In terms of students' preference for geography teaching methods,through literature review,this paper selects six commonly used geography teaching methods(teaching method,heuristic method,intuitive method,logical method,practice method and inquiry method)and five personality traits(extroversion,openness,agreeableness,conscientiousness and neuroticism)in Big Five personality theory.The questionnaire design includes the first part of the paper,demographic data survey,geography teaching method preference questionnaire and personality trait questionnaire.A total of 1326 questionnaires were collected from Grade 7 and grade 8students of one urban junior middle school and one township junior middle school in Jiaozhou City.The scores of six preference for geography teaching methods and five personality traits were calculated and input into SPSS for analysis.Through statistical analysis,it is concluded that the students in Jiaozhou City prefer intuitive method(average 7.121),teaching method(average 5.039)and heuristic method(average 4.293),while the students in Jiaozhou City prefer practice method(average 2.027),inquiry method(average 2.492)and logical method(average3.029).Personality traits and geography teaching method preference showed significant correlation,including openness and inquiry methods were positively correlated,the correlation coefficient was 0.302,the significance was 0.028 *;There was a positive correlation between conscientiousness and practice methods,the correlation coefficient was 0.408,the significance was 0.032;There was a negative correlation between neuroticism and logical method,the correlation coefficient was-0.474,the significance was 0.016 *.Based on the analysis of the behavior verbs and the preference of geography teaching methods,this paper puts forward some teaching suggestions:(1)the four kinds of geography teaching methods suitable for cognitive level are memory,intuitive method and practice method;Understand the class,strengthen the use of intuitive methods and heuristic methods;Using class to strengthen heuristic methods,improve the use of inquiry methods;The comprehensive class should use the teaching method properly and improve the use of logical method.(2)Scientific distribution of geographical inquiry activity group.Due to the positive correlation between "openness" and "inquiry method",when dividing the geography inquiry activity groups before class,we can arrange "openness" high score students in each group.(3)Pay attention to questioning skills.Because "neuroticism" and "logical method" are negatively correlated,students with high neuroticism scores can ask questions in the use of logical methods,which can give them a structured question environment.(4)Geography class focuses on students.Due to the positive correlation between "conscientiousness" and "practice method",we can focus on the observation of students with low scores of "conscientiousness" when the students complete the geography exercises independently.(5)After the geography class,carry on the differentiation guidance.In daily teaching,students' personality traits are observed,and different ways of counseling are adopted for learning with different personality traits.According to the teaching suggestions,the teaching practice is carried out.According to the average score of the midterm examination of four classes,12 and 9classes with similar level are selected.The real name is used to carry out the big five personality test,and the students with significant high scores and low scores are found.In the aspect of application,we choose the "representation method of climate data".Before class,students with high open scores are assigned to the geography inquiry group.In class,we strengthen the use of heuristic methods,and pay attention to clear requirements when using inquiry methods.In the comprehensive category,"Asian recitation" is selected,teaching methods are used appropriately,questioning skills are paid attention to when using logical methods,blank filling questioning is used when asking neurotic high score questions,and open questioning is used when asking open high score students.After class,the content of this section is tested and the results are analyzed.It is found that the average score of the experimental class is higher than that of the control class after two experiments;In the application experiment,the number of class C(the top 75% of the total)in the experimental class was 5 more than that in the control class;In the comprehensive experiment,the number of class A(the top 15% of the total)in the experimental class was 3 more than that in the control class.Through the above teaching practice,the teaching suggestions are basically feasible.