Middle School Students Geographic Ability To Learn The Status Quo And Its Culture,

In order to satisfy the requirement of international education reform in the 21^st century and solve the problems existing in the current geographical education in middle schools, this thesis is intended to introduce meta-learning theory into geographical education in middle schools to change the past and the tradition which can thoroughly change the traditional geographical teaching thoughts, learning methods and classroom contents. This can make each leaning individual adjust and monitor his own learning activities. The purpose is to find out meta-learning methods in geographical education in middle schools, cultivate a student's meta-learning abilities and realize life-long geographical education.This thesis aims to make the theoretical investigation by the use of documentation and questionnaires. In the process of analyzing, summarizing and inducing massive materials, the author puts her focus both on theoretical and realistic significance. The theoretical significance lies in the connotation, the structure and the significance for research of meta-learning theory and its relevant theories. From the analysis, the author tries to reveal the meta-learning differences in learning geography and draws the restrictions in cultivating meta-learning ability. In addition, the author also reaches the proper way by which the teachers can cultivate the students' meta-learning abilities. In a word, it is a thesis that makes analysis from the perspectives of meta-learning theory and meta-cognitive theory. Its realistic values lies in that through the analysis and criticism of meta-learning theory, the application of meta-learning theory into geographical education in middle schools can advance the geographical learning theory and thus contribute to the fulfillment of the objectives of education reform in 21^st century and life-long geographical education.This thesis is divided into six parts. The first part introduces problems in the current geographical education in middle schools and the value of studying meta-learning theory. The second part analyzes relevant theories such as the connotation, the structure and the significance for the esearch of meta-learning theory and its relevant theories. By the use of the questionnaires, Part Three and Part Four get the conclusion that the geographical meta-learning ability in middle school presents a moderate level and there indeed exists some differences in grade and gender. The author points out the possible factors that may restrict the cultivation of the students' meta-learning ability which include some objective factors such as the teaching contents, the teaching methods, the teaching objectives and the teaching circumstances and some sublective factors such as the students' learning motivations and attitudes, their knowledge, their intellectual levels, their creative and integral senses and their willpower. Based on the analysis, Part Five introduces the meta-learning theory into geographical education in middle schools, and summarizes the methods of cultivating meta-learning ability including changing teaching contents and methods, creating the relaxed and harmonious learning circumstances, cultivating the students' effective learning methods, teaching students in accordance with their aptitude, modeling the students' good psychological competence and enhancing the teachers' communications with the students' parents. The last part concludes that the appliance of meta-learning theory into geographical education in middle schools will certainly put forward geographical education reform, improve the effect and quality of geographical education, fulfill the objective of life-long physical education and establish an all-round study-oriented socialistic society.