Cause Analysis And Transformation Strategy Of Geography Students In Junior Middle School

Students with geography difficulties refer to those who have normal mental development,but under the influence of non-intelligence factors,they encounter difficulties in geography learning and cannot meet the requirements of geography curriculum standards.The Curriculum Standard of Compulsory Education Geography(2022)edition)proposes that the teaching of middle school geography should aim at cultivating students’ core literacy of geography.Therefore,it is of great significance to study and analyze the transformation of geography students to explore and improve the overall level of the core literacy training of middle school students and promote the realization of educational equity.At present,the academic research on students with geography difficulties is mainly those in senior high school,while there is relatively little research on students with geography difficulties in junior middle school.In this study,the first and second grade students of a middle school in Shihezi are the research object,and the combination of qualitative and quantitative methods is adopted to put forward the corresponding transformation strategy on the basis of multiple analysis of the causes of geography students in junior middle school.It is found that the causes of geographical difficulties mainly include internal causes and external causes,among which the internal causes are mainly geographical cognitive structure defects,weak geographical basic knowledge,insufficient learning motivation,low learning confidence and interest in learning,poor learning methods,poor learning habits,poor psychological quality and willpower,etc.The external causes are mainly the parents’ education methods,the school has not created a good geography learning atmosphere,and the content of geography itself is more abstract and difficult to understand the relationship with peers.According to the causes of geographical difficulties,the corresponding transformation strategy is proposed.From the aspect of internal cause,it is proposed to improve the interest and confidence of geography learning,carry out the geography learning education,and strengthen the motivation of geography learning.In view of the defects of geographical cognitive structure and weak foundation,it is proposed to cultivate geographical spatial perception and comprehensive thinking and consolidate the basic knowledge.For students with bad learning habits,it is proposed to cultivate good learning habits,choose appropriate learning methods,and promote the improvement of independent learning ability.In view of the weak-willed students,it is put forward: strengthen frustration education,guide the correct attribution,enhance the anti-interference ability and willpower.From the aspect of external factors,it is proposed for students with learning difficulties to improve teachers’ professional and professional ethics and be a warm teacher.In view of the students with academic difficulties in schools and disciplines,it is proposed to build a diversified evaluation system,develop the school-based curriculum of geography life,create a good geography learning atmosphere,and optimize and integrate the content of geography teaching materials.For peer-oriented students with learning difficulties,it is proposed to build a positive peer relationship and stimulate their learning motivation.In view of parents with learning difficulties,set up appropriate expectations,pay attention to emotional care,and create a good family atmosphere.In view of the students with academic difficulties in both internal and external causes,it is put forward to establish a home-school integration platform and flexibly combine specific transformation strategies of various types.In this study,three typical cases of students with geography difficulties in junior middle school were selected,and the causes of their learning difficulties were analyzed respectively,and the transformation strategies proposed by the study were applied.After a semester of continuous intervention,the geography learning status and geography performance of the three typical cases have been improved to varying degrees.The transformation effect of the case verifies that the transformation strategy of geography poor students is better scientific and feasible.The transformation of geography-poor students is a complex and systematic engineering.Parents and teachers in the process of cooperative transformation of geography difficulties,to maintain a certain degree of patience,needle.