The Construction Of Human Geography Cognitive Structure In Senior High School And Teaching Suggestions For It

The human geography is an important part of geography. The new curriculum reform considers the theory of sustainable development as the core of the construction of high school geographic curriculum. Moreover, the proportion of human geography increases in recent college entrance examinations, which suggests the rise in the status of the human geography. It seems that there is no difficulty in human geography learning; however, practical teaching tells us the knowledge of human geography that students gain is often fragmentary and incomplete. Therefore, it is of vital necessity to construct knowledge framework and cognitive structure of human geography.Based on the study of cognitive structure learning theory, the author designs questionnaires, collects data for statistical analysis, and finally comes to two conclusions. Firstly, high school students have several problems in the aspect of human geography cognitive structure. For one thing, students lack learning initiative and their cognitive structure is not complete. For another thing, there is no effective communication between students and teachers. Secondly, in senior high school, there are many factors affecting the construction of human geography cognitive structure, such as age, sex and the degree of learning, but the most fundamental one must be the characteristics of human geography knowledge. For the formation of a good human geography cognitive structure, teachers must present students a well-organised human geography knowledge structure. Therefore, this article makes a tentative arrangement to the knowledge structure of high school human geography, and in order to get a more in-depth understanding of human geography knowledge, the author tries to classify the knowledge itself.Finally, the author states in detail the general process of the construction of human geography cognitive structure and the teaching principles, namely the principles of issue, difference and system. Furthermore, the author puts forward three teaching suggestions which can be of great value to help students construct their cognitive structure. First, make use of a variety of methods to activate the human geography cognitive structure. Second, structure the knowledge and construct a preliminary cognitive structure of human geography. Third, apply mind mapping to strengthen the cognitive structure of high school human geography.