Analysis Of Cognitive Difficulties Of "Earth Movement" In Junior High School And Research On Optimization Of Teaching Design

As the beginning of geography course in compulsory education stage of PEP,"Earth Movement" is the foundation of geography learning.Due to the lack of space concept and space imagination of students who have just entered junior high school,and the gap between disciplines,this part has become a difficult point in geography teaching in the whole junior high school.The author finds that it is very easy for students to lose their interest in geography because of the difficulty in accepting the knowledge of "Earth Movement" at the beginning of the course.In addition,there is no pressure for the senior high school entrance examination,which leads many students and parents,even some schools,to no longer attach importance to geography curriculum education in junior high school.This phenomenon not only causes many difficulties for geography teachers to carry out teaching work,but also is not conducive to the comprehensive development of students under quality education.In order to solve this difficult problem in the teaching process,the author is committed to exploring the cognitive difficulties of "Earth Movement" knowledge from the perspective of students,analyzing the reasons for the difficulty in accepting knowledge points,and based on the traditional teaching methods used in our school,discussing and studying the optimization of teaching design,and proposing corresponding optimization strategies.Taking the students of Bayi Middle School in Urumqi as an example,this study uses the research methods of literature reading,student test,student interview,teacher interview,teaching experiment and data analysis,and draws the following conclusions:(1)The difficulties of students' knowledge of "Earth movement" mainly lie in "explaining the phenomenon of time difference caused by the Earth's rotation","pointing out the characteristics of day and night length on the Earth and the length of day and night in different solar terms",and "explaining the seasonal changes caused by the Earth's revolution and its relationship with the Earth's revolution by combining with daily life examples".(2)The main reasons for students' difficulty in accepting are "the difference between students' existing cognitive level and learning content","teachers ignore the in-depth understanding of students' academic situation","teachers' instructional design has weak stimulation and promotion on students' cognitive development","inconsistent connection of subject system" and so on.(3)Combining the above factors,the author studies the optimization strategy of instructional design from the aspects of "learning situation","media technology","creating situation" and "student activities".The situation teaching method,game teaching method,model demonstration and multimedia assistance are used for trial teaching.By comparison,it is found that the optimized teaching design by using situational teaching,game teaching,model demonstrationand and multimedia assistance is indeed helpful to break through the difficult points of "Earth Movement",but there are also different teaching effects in different classes.Therefore,teachers should actively adjust teaching strategies according to different students' conditions,so as to achieve teaching objectives efficiently.