Study On High School Student’satisfaction In Geography Learning And Strategies For Improvement

Chinese senior high school education has entered the education stage with the goal of cultivating students’ core qualities.The formation of core qualities is based on students’ active learning,which is reflected in the driving force,autonomy and action of students’ learning.It is of great significance to carry out the study of high school students’ satisfaction in geography study to implement the "student-centered" education concept,promote the reform of geography teaching,improve the quality of geography teaching and the competitiveness of subject selection,and promote the development of students’ core accomplishment in geography.Based on the existing research on students’ learning satisfaction,supported by humanistic learning theory,learning condition theory,teaching system element theory and result-oriented education theory,a questionnaire was designed for high school students’ learning satisfaction in geography,and a theoretical model of high school students’ learning satisfaction was constructed.Taking the high school affiliated to Luoyang Normal University as an example,the structural equation model is adopted to study the pattern and influencing factors of current high school students’ satisfaction in geography learning.The following findings are made.Current situation of high school students’ satisfaction in geography learning:(1)Most students are satisfied with their perception of geography learning,but their satisfaction level is "average",and their learning needs and achievements need to be met and improved;(2)There are significant differences between students of different genders and grades in geography learning satisfaction.Male students’ satisfaction in geography learning is significantly higher than that of female students,and sophomore students’ satisfaction in geography learning is significantly higher than that of senior students;(3)Students have strong interest in geography study,but can not effectively invest in geography study;(4)Students have a strong sense of the usefulness and desirability of geography course,but lack of perception of the richness of geography course resources;(5)Students’ satisfaction on the soft environment of geography learning is higher than that on the hardware facilities of geography learning.The factors affecting the satisfaction of high school students’ geography learning mainly include:(1)Students’ learning characteristics are the key factors affecting the satisfaction of geography learning,among which learning motivation is the most important;(2)The perception of curriculum content significantly positively affects students’ learning characteristics and indirectly affects their satisfaction with geography learning,among which the learnability of curriculum is the most important;(3)Teachers’ teaching factors significantly positively affect curriculum content perception and learning support conditions,and teachers’ teaching methods are the most important;(4)Learning support conditions significantly positively affect the perception of course content,and peer assistance and geography learning atmosphere are the most important.Based on the results of the study on high school students’ satisfaction in geography learning,this paper puts forward some strategies to improve the satisfaction of high school students in geography learning:(1)Geography teaching is suitable for students’ learning characteristics,pay attention to individual differences,carry out situational teaching and pay attention to feedback exercises;(2)To meet students’ geography curriculum learning needs,make good use of rich geography curriculum resources,focus on local geography curriculum resources,and build a geography class of easy learning;(3)Strengthening the support of geographical learning environment conditions,making self-made teaching AIDS to make up for the lack of hardware equipment,establishing geographical learning help groups to strengthen the interaction between students and students,and creating a good geographical learning atmosphere.In this paper,a theoretical model of high school students’ satisfaction in geography learning is constructed,which enricfies the study of students’ satisfaction in geography learning and makes up for the deficiency of the study of high school students’ satisfaction in geography learning.However,due to the limitations of time and epidemic,this study only takes one high school as an example,with limited sample size and lack of comparative analysis among different schools.In the future,the theoretical model of high school students’ satisfaction in geography learning can be further optimized,sample data can be expanded,and more in-depth and detailed research on high school students’ satisfaction in geography learning and its improvement strategies can be conducted.