An Empirical Study On Personalized Design Based On Map Overlay Technology

In recent years,with the rapid development of information technology,new learning methods have emerged continuously.At the same time,researches on improving subject learning by technology have also emerged one after another.At the same time,the student-centered learning culture that promotes the personalized development of students is becoming more and more obvious.Based on CTCL research paradigm and its basic concepts,this research studies the teaching improvement of junior high school geography from the perspective of "cognitive starting point before learning" and "personalized learning promotes cognitive development".Taking the learning content of "Eastern Ancient Civilization-India" in junior high school geography as an example,the cognitive starting point of the learners was tested before the implementation of the teaching to explore whether their cognitive starting point was measurable,distinguishable and divisible.Under the condition of clear grouping,the cognitive starting points of the learners are classified,then personalized learning design is carried out according to the cognitive starting points and their levels,and the learners are divided into several groups according to different levels of the cognitive starting points for personalized learning.The experiment shows that in this experiment,the cognitive starting point of students is measurable,distinguishable and divisible,and personalized learning design based on the cognitive starting point of learners can effectively promote the cognitive development of learners,thus improving the academic level of learners.From the perspective of cognition,this study assumes that learners have a cognitive starting point before learning new knowledge.The purpose of teaching is to continuously develop and perfect the original cognition and promote students to form more scientific and perfect cognition.Therefore,based on the CTCL research paradigm,according to the cognitive starting point of students before learning theresearch content,how to use appropriate technology to carry out personalized learning design to promote the development of students' cognition and improve teaching effect?Around the above problems,this study selects part of the section "ancient oriental civilization-India" and adopts research methods such as quasi-experimental research,questionnaire survey,interview and observation.In the early stage of the study,the cognitive starting point of the students was found out through tests,and after induction and classification,the experimental class and the control class were pre-tested.After judging that the levels of the two classes were similar,the cognitive starting point was analyzed and summarized.Based on this,targeted teaching design including the development of personalized learning resources was carried out for the experimental class.Routine teaching was organized for the control class.After the teaching was completed,the students in the experimental class and the control class were post-tested,so as to analyze the data and draw conclusions.Through the research,it is found that students generally have corresponding cognitive starting points before learning the contents involved in this research.These cognitive starting points can be measured and distinguished.According to the analysis of the cognitive starting point detected and the students' pre-test answers,the cognitive starting point of the students can be further divided into four levels by referring to the number of elements answered by the students.Finally,it is proved that,based on CTCL research paradigm,personalized learning design using appropriate technologies can promote the development of students' cognition and improve their academic level.