High School Geography Concepts Teaching Research Based On Cognitive Conflict

Geography concept is the basic unit of geography knowledge composition. However, scientific research shows that the geography concept's formation usually receives the influence from students'priorknowledge. But in the traditional teaching, teachers have paied little attention to the student's priorknowledge, so that students cannot really grasp the geography concept ,and form a scientific knowledge of geography system. Then how to implement the misconception of transformation will be an important subject to geography education researchers and geography teachers. Under the acknowledge study and knowledge construction theory, the writer comes up with the research on cognitive conflict strategy in geography concept teaching. Hopefully it will enhance the geography class effect.Based on the above background, we carry out the search on cognitive conflict of geography teaching research. Focusing on it, we fulfill following five aspects.First, based on collecting and sorting out related literature about misconception,cognitive conflict and conceptual change, We have been carried out research on customary, and start the research.Second, we discuss the acknowledge study and knowledge construction theory and laid the research foundation.Third, we put forward the cognitive conflict in geography teaching. The writer explains the specific application of cognitive conflict strategy in senior middle school geography teaching through combination of teaching process.Forth, based on the research achievements of last generations, the survey focus on the topic of geography misconception among the senior middle school students. It has concluded the causes and factors which lead to the geography misunderstanding in the students. Besides, we carry out the research on cognitive conflict strategy in design.Finally, the writer have reached the conclusion of this paper.