Research On The Causes And Countermeasures Of Map Learning Problems Of Junior High School Students Based On Information Processing Theory

With the continual development of the society and the advance of information technology,the map becomes more and more diverse,and the application becomes more and more important,and the map is an indispensable tool for modern society.In The Geography Curriculum Standards for Compulsory Education(2022 Edition),the geography curriculum aims to increase the basic knowledge of students,and the use of geographers is the basis and application of the earth drawing.Therefore,in the drawing education of the present junior high school,the development of the drawing learning ability of the student must be raised.However,in the practice of the geography education of the University,it is discovered that there is a problem in the high school student studying the map,and the body studies the problem of the high school student studying the map in order to provide an accurate answer through analyzing the cause which the problem appeared.The information processing theory in the cognitive psychology of narrow sense considers the human cognitive process as an information processing process which realizes input,output,memory,and reproduction of the information by using the symbolic system.The process in which junior high school students learn cards match this theory.Therefore,the learning map of junior high school students plays a leading role in the geography education of junior high school based on the information processing theory.The main purpose of this research is to analyze the information processing process and the elements which affect the map learning of junior high school students from the viewpoint of information processing using the method of literature analysis,investigation,interview,and precedent analysis.Firstly,it is possible to combine the characteristic and the cognitive development stage of the junior high school student by referring the Atkinson-Shiffrin’s three-level processing model of memory information,Gagne’s learning and memory processing model and Mayer’s cognitive model of multimedia learning.An information processing model is constructed for junior high school students.Secondly,the information processing model constructed on the map of the junior high school student is learned,the information is received from the external environment,control system,receiving information,processing information and feedback information,and the problem in the learning map of the junior high school student is understood.Through the interview with the geography teacher of junior high school,we understand their present state in the drawing education and understanding the information processing theory.Thirdly,through the analysis of the students’ questionnaires and teachers’ interview results,the main reasons for junior students’ difficulties in map learning are the lack of map environment construction,the lack of teachers’ teaching methods,the lack of students’ interest,and motivation in map learning,the need to improve the habits and methods of reading maps,the weak grasp of basic geographical knowledge,the need to cultivate spatial thinking ability,the ability to encode and extract map information is weak,and the retelling method is unreasonable,etc.Finally,in view of the reasons for junior high school students’ difficulties in map learning,combined with Information Processing Theory,this research proposes targeted teaching strategies from the perspective of map information processing process:(1)External environment: schools and families should attach importance to geographical education and create a good map learning environment;Teachers should change teaching methods and pay attention to ability training.(2)In terms of information presentation: improve the map to enhance visual stimulation and highlight the expression of map information;Enrich the way of map presentation and change abstract to intuitive;Promote the use of vision and other senses to deepen map perception.(3)Attention and selection of information: attract unintentional attention and avoid interference;Clear learning objectives and maintain intentional attention;Strengthen training and cultivate attention after intention.(4)Information processing and maintenance: effectively organize information and strengthen knowledge coding;Use retelling strategy to enhance memory effect;Strengthen knowledge extraction and promote transfer and application.These strategies provide operational suggestions for junior high school students’ map learning and improve the results of applying information processing theory to teaching practice.