A Study About The Cultivation Of Earning Ability Of High School Geography

High school geography is very hard to learn. Apart from that the requirements of high school teaching material itself is very high which require students’ability to analysis principles of many geographical things, as well as their space imagination ability and map reading and cartography ability have a qualitative leap comparing with junior high school stage, thus lead to students’unable to accommodate in a short while. It is also related to the teacher’s teaching methods, because the traditional geography teaching is partial to impart knowledge, and the teaching methods is accustomed to give priority to narrate just as what the books says, thus failing to pay adequate attention to cultivate students’geography learning ability; in addition, it is also has something to do with the tight teaching time because without sufficient teaching time, the teacher cannot process the geography knowledge systematically in time, nor do they have enough time to organize the student to conduct geographical comprehensive training so as to foster their geographic learning ability.High school students’geographical learning ability usually refers to the ability of the students learning geography knowledge and applying them to analyze and solve problems. Its formation and development is based on firmly in command of geography knowledge, however, whether the students could put the geography knowledge into practice flexible reflects the significance of their ability. For a long time, the high school geography teaching in rural areas have a exam-oriented education tendency which emphasizes too much on knowledge spread while ignores cultivate ability. Most of the students are still accustomed to traditional classroom teaching and relying too much on the teacher and do not know how to improve their own learning ability. Not a few students have a strong dependence on face to face teaching coach, hoping that the teacher can teach the geography teaching materials systemically. They ask the teacher to explain questions、focal points as well as examples and regard the face to face teaching as the sole channel to accomplish their learning task. Classroom teaching gives priority to the teachers’teaching and students’memory, so that the students turn into knowledge receptors passively with their thoughts always staying in a suppression state which is not good to cultivate the students’ innovative potential.Along with the unceasing thorough of educational reform, we become more and more conscious that as a teacher, we should pay more importance to guide students to learn by themselves and to cultivate their learning ability. A new round of basic education curriculum reform put the cultivation of student’s ability into a very important position. How to improve the students’learning ability in high school geography teaching has become the very issue which needs to be discussed urgently for many teachers. The cultivation of geographical learning ability has aroused great attention of the Chinese scholars and teachers who have already unfold an in-depth research which has made plentiful achievements. However, the main deficiency is that those cultivation methods are lack of innovation, so it is imperative to use the foreign geographical teaching experience for reference.This paper mainly utilized literature material law and questionnaire survey method, based on humanism education theory、constructivism education theory as well as cognitive learning theory and took examples from the present research situation of the geographical learning ability at home and abroad, aiming at discussing how to improve the high school students’learning ability in rural areas through analyzing those following aspects:the present situation of high school students’geographical learning ability in rural areas; the reasons of high school students’insufficient in geographic learning ability; the types of high school students’ geographical learning ability; the geographical autonomous ability; the geographical application ability and the geographical innovation ability. By designing a questionnaire survey to investigate and analyze some students from our school to find out the problems existing in high school students’ geographical learning ability in rural areas, then put forward the causes of these existing problems as well as the relevant countermeasures to improve high school students’geographical learning ability in rural areas. The author hopes to further improve the high school students’ability to learn geography in rural areas and promote their development of consciousness to geographic lifelong learning.