A Study On The Activation Methods And Effects Of Geographical Inert Knowledge In Senior Middle Schools

With the continuous deepening of the new curriculum reform,classroom teaching has undergone major changes.As the main position of the new curriculum reform,the geography classroom directly affects the progress of the curriculum reform and the realization of the curriculum reform goals.Based on this thinking and the fragmentation of knowledge in the student’s knowledge structure,the current state of classroom teaching is“time consuming,cumbersome,and easy to forget”,and geo-inert knowledge(which is stored in the brain and cannot be extracted and applied to practical geographical knowledge).Activation studies follow.High school geography inertia knowledge is widespread,costing students time and energy,students lose interest in learning,fear,loss of confidence and motivation.Therefore,the study of the activation method of geo-inert knowledge is of great significance.Geographical knowledge itself has no inertia.Because of human factors,knowledge cannot be discerned,remembered,understood,extracted,and applied,and becomes inert knowledge.The study of geo-inert knowledge,through reading references,starting from the research status of inert knowledge at home and abroad,through the investigation method,observation method,experimental method,classroom recording,systematically comprehensively understand the existence of geo-inert knowledge in high school;analysis The reason for its occurrence is to propose a feasible activation strategy and evaluate the effect of the activation method.Reading the references found that there is very little research on geo-inert knowledge.This paper defines the concept of geo-inert knowledge,and classifies geo-inert knowledge from the three levels of knowledge level,cognitive psychology and high school students’ cognition.It expounds the universality,difference and isolation of high school geo-inert knowledge.,devaluation,hierarchical,convertibility and other characteristics.The survey found that high school geo-inert knowledge is widespread and distributed and expressed differently in textbooks.The natural geographical environment must be in the movement,the level is diverse,the process is complex,the relationship between man and land runs through,and the natural geography is“difficult to understand".The connotation of location selection is rich,the environmental elements are changing,the chart interpretation is difficult,the coordination of human and land relations,human geography is very flexible,and " ugly".Regional geography is used as a carrier to apply the concept of human-land coordination to practice.Due to the unfamiliar regional background,lack of cognition,and insufficient regional awareness,regional geography is " difficult to use".In the process of student learning,students’ gender differences,cognitive differences,existing knowledge structure differences,single learning strategies,lack of real situations,lack of cooperation and practice;in the process of teacher teaching,curriculum resources development to structure,teaching process to context Simplification of teaching and teaching strategies;comprehensive and regional characteristics of geography.Geographically inert knowledge is ubiquitous.Therefore,according to the reasons for students’ learning and the reasons for teachers’ teaching,find out the corresponding strategies and activate the inert knowledge.According to the characteristics of the subject,adjust the teaching content;respect individual differences,conduct stratified teaching;focus on geographical practice,create real-life scenarios;combine rural land rationale,internalize emotional value;strengthen regional cognition,enhance application ability;reorganize knowledge structure,form knowledge system Skillfully use the flip classroom,micro-courses,break through the difficult points of the discipline to optimize the teaching methods,and improve the teaching effect.