| From the perspective of constructivist learning theory,people do not accept knowledge negatively or are born with it.Based on the original knowledge,however,it is a progress that people construct their cognition and understanding by combining new knowledge.Preconception is that before students learn a concept or principle,they have form a right or unscientific attitude or understanding towards things and phenomena,because of life experience and school education.2016 Geographical Education International Charter clearly puts forward a concept of attaching great importance to geographical preconception of students,but in actual teaching,there are still defects and disadvantages in focusing on students’ geographical preconception and creating conditions to make students fulfill the concept transformation,etc.Moreover,the one-sided and unscientific preconception can easily be transferred to a similar learning environment by students,resulting in misinterpretation and wrong memory of geographical concepts.Therefore,teachers need to find out the students’ geographical preconception and help them to change it so they can improve the students’ geographical learning ability and cultivate the geography quality.First of all,through the study of domestic and foreign related literature,the author found that foreign countries started earlier and have a prefect researches in the preconception,and they also proposed a variety of Conceptual transformation models.Domestic research started late,focusing on physics,chemistry,biology and other subjects.There were many researches on geographical concept learning in China,but there are few studies on the preconception.In addition,it is helpful to understand the definition and research of "preconception","geographic preconception" and "concept transformation" at home and abroad.Then,the author made experiment following these steps: 1.Make a paper-pencil test to two classes with seven geographic concepts from the third compulsory geography textbook of Human version;2.Get a transform teaching of preconception in the experimental class and the control class;3.Use month test to get the result;4.use SPSS 22.0 and Excel to analyze students’ performance and each conceptions;5.Show the episode of preconception teaching.Finally,combining with the experimental results and teacher interviews,the author sums up the characteristics and causes of geographical preconception,puts forward targeted transformation strategy geographic preconception and help students to change preconception into scientific concept.The results of this paper show that: first,the geographic preconception has the characters of pervasiveness,differences,spontaneity,refractory and disciplinarity.Secondly,there are causes to form the geographic preconception in students and external factors.Third,through finding of the students’ geographical preconception,it is effectively helpful for students to improve the learning ability of the geographical concept by creating problem situation,causing cognitive confliction,paying attention to the geography classroom teaching,fully developing the geography teaching resources. |
