Study On The Difference Of Geography Knowledge Structure Among High School Students

Under the guidance of "key competence",a new curriculum standard and educational objectives have been formed.The new curriculum standard emphasizes the change of curriculum content from fragmented knowledge to structured knowledge.These changes put forward higher requirements for teachers to understand students’ knowledge structure.In this study,"concept mapping" is selected as the measurement task to evaluate the geographic knowledge structure of high school students based on the concept of "population" in high school.Through qualitative analysis,this paper explores the differences of knowledge structure among high school students,the differences in the performance of high school students with different types of knowledge structure in solving geographical problems,and the differences in knowledge structure among high school students with different academic achievements.The results show that:(1)the geographical knowledge structure of high school students is different in six dimensions: hierarchical structure,meaningful association,retrieval structure,coding level,knowledge type and knowledge reserve.According to the differences in these dimensions,it can be divided into three types: knowledge structure mainly based on experience,knowledge structure partly based on principles and knowledge structure mainly based on principles.(2)There is no significant difference in the geographical knowledge structure types of high school students with different academic achievements.(3)High school students with different types of knowledge structure show differences in solving geographical problems in the following five aspects: retrieval structure,influence mechanism,pertinence,professionalism and comprehensiveness.On the one hand,the research results can provide a new method and basis for the assessment of geographical knowledge structure,on the other hand,it can provide a basis for middle school teachers to improve their teaching methods.Based on this,the researchers put forward some suggestions for front-line geography educators.