A Study On The Influence Of Learner-generated-drawing On The Learning Effect Of Geography Principles Of High School Students

As a learning tool that can effectively illustrate the content of the text,image is used in almost all scientific fields.In geography textbooks,images are often presented in the form of illustrations as teaching aids to describe basic spatial information.Nevertheless,owing to students' neglect,these illustrations cannot be used effectively.In the current geography teaching,some students are difficult to draw the correct schematic diagram of geographical principles correctly,let alone understand the formation mechanism behind it.It is found that learner-generated-drawing can improve the effect of text learning,help students integrate verbal and nonverbal information,and construct the mental model of what they have learned.The model is the key to a deep understanding of scientific content,thus providing support for problem solving and knowledge transfer.To explore the influence of drawing strategies on the learning effect of geography principles of high school students,the experiment used 2×2between-subjects design,taking generation and visualization as experimental variables,divided into four experimental groups: the text group,the drawing group,the illustration group and the summary group.The whole experimental process consists of four links,namely,pretest,text reading,immediate test and delayed test.142 high school freshmen were randomly assigned to four experimental groups to learn an illustrative article on sea land breeze.Due to the different learning strategies used by each experimental group,the tasks to be completed in reading are also different.For instance,the drawing group needs to draw a sketch when reading;The summary group is required to generate a written summary;The illustration group should study the text in combination with the given schematic diagram;The text group just reads the text.Based on the experimental data,this research analyzes the influence of drawing strategy on the learning effect of the "thermal circulation" principle.The results indicate that:(1)from the perspective of text recognition effect,the sea and land breeze text content of the subjects in the drawing group is significantly more than that in the text group;(2)From the perspective of text understanding effect,the immediate understanding effect of drawing group and illustration group on the sea and land breeze text is much better than that of text group and summary group;The delayed understanding of the sea and land breeze text in drawing group and illustration group is much better than that in text group;(3)From the perspective of text transfer effect,the real-time transfer effect of illustration group on the sea and land breeze text is remarkably better than that of text group;The delayed migration effect of the drawing group is obviously better than that of the text group;(4)Drawing accuracy has a positive predictive effect on students' text learning effect.From all discussed above,these findings illuminate that the drawing strategy has a positive effect on the learning effect of geographical principles of high school students,which provides methods and strategies for the teaching of geographical principles.