Analysis And Instructional Design Of The Concept Of High School Geography Myth

Due to the influence of High school students in daily life experience and a concept formed in the course of study,this kind of concept different with scientific,which are called misconception.Misconception have a impediment to the creation of deep concept,knowledge,principle and geographic phenomenon.Therefore,the teacher needs to master the reason of students misconception,and according to the reasons for teaching strategies and transact misconception in students' mind.Based on this,this paper on the basis of misconception research,through the literature and geography teaching practice,the characteristics and formation causes of misconception,and puts forward the strategy and teaching design of corresponding changes in the characteristics and causes.This paper is divided into six chaptersThe first chapter introduces the background of the problem,the research status of the problem,the definition of the relevant concepts,the significance of the study and the research ideas.The second chapter is the theoretical basis of this paper,which is based on phenomenology,constructivism,cognitive development and the teaching idea of "learning".The third chapter introduces the characteristics,misconceptions and combining the case before conception,students and teachers in three aspects of reasons for the formation of the concept of myth.The fourth chapter analyzes the characteristics and reasons for the misconception,are misconceptions from the teachers' teaching strategies and learning strategies on transformation.The fifth chapter is the misconception transformation of teaching strategy,design of several important misconceptions for demonstration teaching design.The sixth chapter is the summary of the research process.