High School Geography Of Causality Knowledge Exploration Teaching Strategy Research

Causal relationship of geographical science is the geographical knowledge that mirrors cause and effect of the geographical phenomena and reveals the formation of geographical characteristics as well as geographical laws. Since it is very comprehensive, causal relationship of geography is often of certain difficulty for high school students. Therefore, in order to master it thoroughly and efficiently, it is necessary to have a deep understanding of the characteristics, categories as well as contents of causal relationship of geography in high school, after which we need to employ inquiry teaching and vary the studying approaches according to the types of the causal relationship of geography so that we can get better teaching effect.This thesis is mainly composed of the following parts:The first part, namely the introduction, introduced the background information of the study and summarized the current research situation, problems and defects in China. By elaborating the importance of the study, the author put forward the necessity of studying the causal relationship of geographical science in high school and the methods to be employed in the paper.The second part introduced the literature review, which aims at reviewing and expounding the causal relationship and its characteristics, teaching methods, geographical causal relationship as well as other concepts and connotations in order to avoid the chaos of the concept. Besides, on the ground of Logic, Pedagogy, Psychology and Geography, the author attempted to discuss from Max’s theory on man’s comprehensive development, instructional theory on cognitive psychology, meaningful learning theory, constructionist theory, theory of humanism, theory of motivation and theory of multiple intelligences in the hope of exploring a theoretical basis for high school inquiry teaching upon causal relationship of geographical science.The third part introduced the characteristics and category of causal relationship of geographical science. At first, the author summarized the characteristics; then the author developed the classification principle based on the New Curriculum Standard of high school geography and, by employing the1st,2nd and3rd version of geography teaching materials in Hunan province, the author classified the causal relationship of geographical science into five parts with examples to each, namely, One Cause to One Effect, One Cause to Several Effect, Several cause to One Effect, Causal Chain, and Several Cause to Several Efect.The fourth part, the author discussed the inquiry teaching strategy and model of causal relationship of geographical science. To apply different inquiry teaching approaches to different types of causal relationship can be decisive to a better result for teaching. There are mainly three inquiry teaching strategies, to wit, method of causal analogy, deductive inference and causal summarizing. As a modern teaching method, the inquiry teaching can be applied into causal teaching which includes student-oriented study and teacher-student interaction so as to set an example to the causal teaching of the same type in the near future.The fifth part is conclusion. In this part, the author assessed on practical cases with the approach of formative assessment and summative assessment.In the last part of the thesis, the author summarized the studying features, defects and prospects of the paper.