A Study On The Cultivation Of Students' Analogy Ability In Geography Teaching In Senior Middle Schools

The traditional curriculum concept lays too much emphasis on the importance of thegrasp of knowledge. Now, a new round of basic education curriculum reform requires us tochange our curriculum concept. Teachers are asked to pay more attention to the cultivationof students’ thinking ability, and it also puts emphasis on teaching students ways oflearning. With the rapid development of Internet and information technology, studentshave easier access to knowledge and information. And teachers are no longer the onlysource where students acquire knowledge. The teaching process is no longer a one-waytransport process of knowledge information. It is a two-way information flow, and also aprocess of interactive dialogue between teachers and students. Under this trend, teachersshould fully understand the essence of the new curriculum concept and avoid impartingconclusive knowledge to students. Teachers should help students know the exact reasons.Therefore, teachers should fully inspire students’ subjectivity, stimulate students’ internalstudy interests, and form a learning community with students. Guide students to experiencethe happiness of research, and help them obtain the self construction of knowledge andability. Analogy method is simple and has adequate materials. The effect of it isremarkable. Meanwhile, it is easy for teachers to apply it to geography teaching. It can helpdeepen the understanding of concepts and laws and stimulate students’ creative thinking.We can get twice the result with half the effort in this way. So, how can teachers improvehigh school students’ ability of analogy in today’s high school geography teaching? Thisthesis mainly studies from the following several aspects:First of all, the author puts forward the concept of analogy. Based on modern teachingtheory and psychology, with the guidance of the new curriculum, the thesis first cards thetheoretical basis of analogism, including common elements, Ausubel’s MeaningfulLearning Theory, Humanist Learning Theory, the theory of multiple intelligences, Piaget‘sCognitive Development Theory and constructivist learning theory. Then, the thesis tries toclassify the analogy method, such as, species analogy, opposite or contradictory relationsanalogy, deductive relationship analogy, parallel relationship analogy, the exterior-interiorrelationship and causality analogy. It also deals with the functions of analogy. Forexample, analogy helps to reduce the difficulty of geography learning, arouses students’interest in learning geography and improves students’ logical thinking ability. It can alsohelp students to develop the ability of analyzing the problems independently, give full playto students’ subjective initiative and in this way students can form the habit of analyzingand solving the problem with a contact and development point of view. Students’knowledge structure can be constructed as well. Next, through the questionnaire andexperimental research on students’ marks, the author tries to understand the presentsituation of the students’ ability in analogy in high school geography teaching, and it also analyzes the existing problems. Firstly, students don’t know much about the concept,characteristics and limits of analogy. Secondly, some teachers don’t attach muchimportance to analogy method in high school geography teaching.Thirdly, students don’thave good study habits and learning skills. Fourthly, students think analog data collectedby teachers can’t stimulate their interests, and some teachers do often not do enough tocarry out the induction summary etc. Finally, it analyzes the factors influencing thestudents’ ability to analogy, including: analogy material, which is the precondition;students’ own influence on analogy; teachers’ teaching effects on analogy, etc. At last, thethesis puts forward some improvement measures, in the hope of improving high schoolstudents’ ability of analogy, so that students will become more interested in geographylearning and can really become the master of the classroom, and the geography classroomcan be full of life and vitality.