| In a new round of deepening the ordinary high school curriculum reform,in 2017 the new revision of the high school geography curriculum plan and curriculum standard,summarizes the valuable experience,integration of the geography curriculum structure,update the geography teaching content,refining the core geography literacy,the implementation of the new curriculum for teachers "teaching innovation" has provided a broad stage.As the basic node of geographical knowledge,geographical concept is the basis of learning geography and the basis for distinguishing geographical objects.In senior geography teaching is faced with how to understand the connotation and extension of the concept of geography and flexible to use,how in the limited time can more effectively promote students mastery of knowledge and the improvement of subject core literacy and how to avoid the workbook of rote learning and make meaningful knowledge construction,how to deal with the main body of senior geography classroom teachers and students relations and a series of problems.The author tries to use the concept map to enable students to construct their own knowledge,integrate the knowledge system,and enhance the students’ logical thinking ability.As a teaching tool,the concept map is embedded in the geography class to explore how to construct the teaching mode of the high three geography concept map.The main contents of this paper are as follows:Introduction to the theory : thumbing through a large number of literature,collect related research of concept map teaching on the basis of theory and teaching practice,this paper expounds the research ideas and research methods of this article.Starting from the development process of concept graph,the connotation of concept map is clearly defined,and education theory,such as pedagogy,education psychology and geography,is used to explain the theoretical basis of concept graph teaching.The feasibility analysis: combining curriculum and college entrance examinationexamination outline requirements,comprehensive senior geography to review the problems and the advantage of the concept map teaching,etc.,from the three geographical concept map teaching the possibility,necessity,feasibility,etc were analyzed,and clear the three geographical concept map teaching process.Exploration of teaching strategies: through the rich concept map teaching case design,the paper focuses on the implementation strategy of the teaching of the concept of high school geography.How to help teachers to effectively teach and improve students’ cognitive style through the production of concept map in the third geography teaching.For three geographic round elementary knowledge review,the author first around natural geographical knowledge,from the natural geographical phenomena,natural geographical regularity,natural geographical detailed concept map design as an example;Secondly,the conceptual graph of the concept of the point,section,the concept to construct their own knowledge,to conduct the basic knowledge of the humanities;Some regional geography,the teachers and students jointly build concept mapping support,analysis of regional characteristics,regional ecological environment problems,such as regional development and management knowledge,exploring the way of regional sustainable development.This paper focuses on how to improve students’ core competence of geography in the second round.Thirdly,how to effectively deal with the "complex and unstructured geographical situation" is analyzed by using the concept map in the three-round problem analysis.In the end,the model of classroom teaching is constructed and carry on the empirical research.which provides the theoretical basis and practical value for the popularization of the teaching model of the concept map of high school geography teaching. |
