Research On An Instruction Model Of Applying Concept Map To Promote Geographical Preconceptual Change

Geographical concept learning is the key and difficulties in high school students' geography class teaching. The understand degree of the concept directly influences the obtained geographical knowledge. According to the behavior theory, the cognitive theory, the constructivism learning theory and questionnaire, we can know that students have lots of pre-conception when they go into classroom learning. Pre-conception is the foundation of students'learning. It has a positive or negative impact to learn new knowledge and its changes are very difficult. The theory of concept transformation learning is formed based on Western science education workers'research on pre-conception. It is superior to the traditional teaching theory in following aspects:it thinks that our knowledge is the result of the contradiction and conflicts between our past experience and present concept and learning is the process of conceptual change; it emphasizes the importance of students' pre-conception to the construction of knowledge; it attaches importance to student's independent construction. The idea of conceptual change teaching complies with the scientific research trend from teaching the students to construct by themselves which is advocated by current education and it is as same as the autonomous learning, exploring learning advocated in the new course reform. At present domestic geography pre-conception research is still lack of empirical research and representative teaching mode formulated based on pre-conception combine with the geography characteristics. With senior geography course branch and to build space concept for teaching, this paper tries to explore to insert the concept map as teaching and learning strategies and tools in the geography conceptual change teaching. According to it, construct instruction model to achieve students'concept change and apply it in practice to test its effectiveness and feasibility. Specifically, this paper has following several parts.The first part is the theoretical summary section. Collect the related theory research about pre-conception, conceptual change teaching and concept map. Analyze the influence of the geographical pre-conception impact on student learning combined with examples based on the questionnaire and interview about geographical pre-conception. Discuss the development of the concept transformation model and the feasibility of applying the concept map to the geographic conceptual change teaching. Combined with examples, introduce the definition, the common representation forms and the making of geographical concept map, and the specific function of applying the strategy of concept map to geography teaching. In order to provide the existence soil to the development of " the instruction model of applying concept map to promote geographical preconceptual change".The second part is the model construction phase. Design and develop the instruction model of applying concept map to promote geographical preconceptual change from the five aspects,such as theoretical basis, the teaching goal, implement conditions, operation procedure and evaluation system,then emphatically expound the operation program of this model. The construction of this mode follows the following idea:beginning with students' pre-conception for teaching, with concept composition for learning strategies, with the concept composition process for model, aim at realizing concept transformation.The third part is the empirical study stage. Firstly, survey and analyze the students' learning methods of geography concept and the understanding about the scientific pre-conception and provide the necessity of implementing this model. Secondly, enumerate the teaching design and practice process of implementation of this teaching pattern and make the practice research to the teaching pattern. The practice research mainly direct at the effectiveness and feasibility of this model, whether it helps students to optimize their cognitive structure optimization, whether it helps students to improve their academic performance and students'attitude to the model. The experimental result shows that the model has been basically approved by students and it is proved by teaching examples that the implementation of the model can optimize the students'cognitive structure and improve their academic performance. Show the following characteristic:it has the most obvious influence on the students whose academic achievements in medium originally and the impact to excellence and poor students in teaching is not obvious.At the same time, According to the questionnaires and test about two monthly exames, we can find that the superiority of the teaching mode is more.and more obvious as the teaching time goes on.