| Erroneous examples are examples in which learners obtain knowledge principles by finding and correcting the erroneous steps or results in the examples.The study of learning effects is mainly concentrated in mathematics,physics and other fields,but less in the field of geography teaching.Therefore,this study takes the isotherm interpretation step in the contour map knowledge as the example material content,designs the example according to the students’ typical mistakes,and uses the method of control experiment to compare the results of the test group and the control group before and after using the erroneous examples and the correct examples,and analyzes the learning effect of the erroneous examples.However,when studying the learning effect,it is necessary to consider the influence of learners’ professional level and the design of example materials.So this paper divides students into excellent students,average students and students with difficulties;The example content is divided into geographical concepts,geographical causes,geographical laws and geographical characteristics examples according to geographical knowledge,and the example content is divided into high and low element interaction examples according to the level of element interaction for learning effect analysis.The results show that:(1)The learning effect of high school students using erroneous and correct examples is not significant;(2)The learning effect of the students with low academic level using the erroneous example is significantly better than that of the correct example,while the learning effect of the students with middle and high academic level is not significant;(3)The students’ learning effect of using the erroneous examples of geographical causes and the correct examples is good,while the learning effect of using the correct examples and the erroneous examples to learn geographical concepts and laws is poor,and the learning effect of using the erroneous examples of geographical characteristics is better than the correct examples;(4)The students use the low element interactive erroneous examples better than the high element interactive erroneous examples;(5)Students with low academic level have the most significant learning effect by using low element interactive erroneous examples.Based on this,the design and application of erroneous examples should consider the students’ academic level and example content,which provides a new method and strategy for geography teaching. |
