Research On Different Styles Of Geography Learning And Teaching Strategies In Junior High Schools

Under the background of the new curriculum,It needs teachers to advocate geography curriculum individualization and diversification in teaching and focus on the cultivation of students’ interest,learning ability,innovative consciousness and practical ability.Under the guidance of the new curriculum concept and with the main theoretical support of the learning style theory,this paper investigates and studies junior middle school students’ geographic learning style bias through literature research,questionnaire survey,experimental study,case study and observation study.According to their geographic learning advantages,it formulates teaching strategies based on the differences of geographic learning styles and applies them to teaching practice.In order to explore a more scientific,effective and pleasant way for junior high school students to learn geography,and provides reference and suggestions for front-line teachers to implement differentiated teaching.Specific research and results are as follows:Firstly,we extensively collected literature and papers related to the study of learning styles at home and abroad through books,Internet and other channels.After carefully studying,the learning style scale designed by Reid was finally selected.In addition,the questionnaire was appropriately modified in combination with the actual teaching of geography in junior high school.Secondly,we did a questionnaire survey on the students of Grade Eight who are currently studying at school.It is concluded that when they learn geography,their sensory learning st.yle tends to be auditory,tact.ile,kinesthetic and visual.The social style tendency is that more students tend to learn in groups.And Comparing with female students,male students’ main learning styles are more diversified,and their sensory tendency for geography learning is also more obvious.And among the underachievers,the proportion of tactile type is the largest,this part of students prefer to learn geography by "practising" while the top students,whose main learning style is self-teaching,prefer to study alone and believe that the learning effect is better when they study geography independently.Thirdly,the differences of learning styles were developed.It based on the learning characteristics of students of different styles and the strategies of geography teaching matching and intentional mismatch in junior high school.Fourth,adjust strategies according to teaching feedback by carrying out teaching experiments.Finally,the experimental results were analyzed,and the results were as follows:1.students’ learning interest and confidence in geography were greatly improved,students’ bad learning behaviors in geography classes were significantly reduced,the relationship between teachers and students was more harmonious,and the psychological environment for students to learn geography was safer.2.learning is more autonomous and creative.3.students have a better understanding of their geographical advantages and learn to make use of them.At the same time,by adopting the teaching strategy of intentional mismatch,students’ learning ability of geography is improved to some extent.4.the exam results have been improved.