Research On The Teaching Design Of High School Geography Unit From The Perspective Of Cognitive Structure Theor

Geographical cognitive structure is a dynamic structure formed by the interaction and coordinated development of geographical knowledge structure and students’ psychological structure.A good geographical cognitive structure can not only enable students to master logical and structural geographical knowledge,but also promote the positive transfer of geographical knowledge and facilitate the landing of the core accomplishment of geography.However,there are still many questions about what kind of geography teaching methods can really realize the active construction of students’ geography cognitive structure.At the same time,unit teaching,which emphasizes structure and systematization,has also made great progress,but how to carry out unit teaching to maximize its value still needs further exploration.The core issue of this study is to deeply analyze the combination point between the two and implement the teaching design of senior high school geography unit from the perspective of cognitive structure theory in conventional geography classroom teaching.The main contents of this paper are as follows:First,using the concept mapping method and questionnaire method to analyze the representation of knowledge and the overall level characteristics in the population geography cognitive structure of high school students,we found that although students have the awareness of constructing a knowledge framework,they lack a perfect network-type geography cognitive structure due to the low storage of knowledge in their minds,the low degree of structuring,and the weak ability of knowledge transfer and integration.Secondly,the questionnaire method is used to investigate the teachers’ attitude towards the high school geography unit teaching design from the perspective of cognitive structure theory,the problems and restrictive factors in the design process.It is found that although teachers highly recognize the high school geography unit teaching design from the perspective of cognitive structure theory,they are affected by the teaching progress and class arrangement,the large amount of lesson preparation,the inability to accurately grasp the operation links of unit teaching design,the difficulty of unit teaching evaluation Due to the limitation of students’ acceptance level and other factors,there is a lack of teaching practice,and teachers are lack of cognitive structure theory and relevant theoretical guidance.Thirdly,we analyze the intrinsic correlation between cognitive structure theory and unit teaching design,refine the theoretical basis,connotation characteristics and design points of high school geography unit teaching design under the perspective of cognitive structure theory,and put forward the path of high school geography unit teaching design under the perspective of cognitive structure theory by combining the problems found in the current investigation,namely,integrating unit teaching contents and constructing core knowledge network;analyzing the learning situation in depth and The unit teaching objectives are determined to cultivate higher-order thinking ability;the unit teaching context is created to activate the cognitive structure;the unit tasks are decomposed to design a graded teaching scheme;real-time monitoring and feedback is provided to promote knowledge transfer and application.Fourthly,according to the specific path proposed,this paper selects the Compulsory Two "Population Geography" of People’s Education press textbook as an example to carry out the unit teaching design,and the specific implementation steps of the high school geography unit instructional design in the perspective of cognitive structure theory are demonstrated through case analysis.