The Present Situation And Strategies Of Geography Learning Transfer Ability Cultivation Of Senior One Students

With the development of geography curriculum reform,many teachers begin to pay attention to the cultivation of learning transfer ability.The cultivation of geographical learning transfer ability can make students make full use of the geographical knowledge,skills and methods learned to solve the geographical problems in real life.This not only meets the requirement of "learning geography useful for lifelong development" in the new geography curriculum standard,but also meets the country’s demand for training innovative talents.Senior one students are in an important transition period between junior high school and senior high school,so the cultivation of geography learning transfer ability is of great significance to their learning and future development.Therefore,this paper chooses the research perspective of transfer ability cultivation,and hopes to put forward corresponding strategies to help students enhance their geographical learning transfer ability by analyzing the current situation of the cultivation of the geographical learning transfer ability of senior one students.In this paper,literature analysis,paper analysis and questionnaire survey are used to analyze the present situation of geography learning transfer ability training of senior one students.First,on the basis of summarizing relevant literature,clarifying the research background and significance,summarizing the current situation at home and abroad,determining the research purpose and content of this paper,and proposing feasible research methods and ideas.Second,clarify the core concepts and theoretical basis.Thirdly,four dimensions of test question analysis were established after sorting out relevant researches on geographical classification and geographical learning transfer: geographical knowledge,skills,methods and emotional attitude and value transfer ability.Test questions were analyzed after selecting and collecting test papers,and teachers’ questionnaire survey was used to comprehensively understand the status quo of the cultivation of students’ geographical learning transfer ability in senior one.Then,according to the current situation of good and inadequate,put forward targeted training strategies.Finally,the main conclusions,innovations and shortcomings of this paper are summarized and prospected.After the analysis of the test papers and the teacher’s questionnaire,the current situation of the cultivation of the students’ geographical learning transfer ability in senior one is summarized.The good points are as follows:(1)In terms of the geographical knowledge transfer ability,the students’ geographical feature knowledge transfer ability is relatively good;(2)In terms of geographic skills transfer ability,students can draw relatively simple geographic diagrams and interpret them well;(3)In terms of geographic method transfer ability,most students have the awareness of transferring geographic methods to analyze geographic problems,and transfer a geographic method alone.When solving problems by methods,the situation is relatively good;(4)In terms of geographical emotion,attitude and values,students use the values of geographical dialectical materialism to solve problems better and have the awareness of viewing geographical problems from both positive and negative aspects;(5)Most Teachers can attach importance to the cultivation of geographic knowledge,skills and method transfer ability,and can also fully recognize the main factors that affect the cultivation of geographic learning transfer ability.At the same time,there are still the following shortcomings:(1)The ability of students to transfer geographical evolution knowledge to solve problems is relatively weak.When comprehensively transferring a variety of geographical knowledge to solve problems,there will be incomplete knowledge transfer and unclear causal analysis of causal knowledge;(2)The level of transfer ability of map reading and analysis skills is average,and the performance level is inversely proportional to the number of charts and information content;(3)The ability of students to transfer multiple geographic methods to solve problems is weak,and they are not able to transfer geographic methods.When analyzing regional problems,there is a phenomenon of incompleteness and solidified thinking;(4)Migration geographical values of emotional attitude to solve the problem when the condition of the analysis is not comprehensive,understanding is not deep,through further analysis that teachers of geography emotion manner values cultivation value degree is low and there is not comprehensive;(5)Students have low interest in geography learning,their motivation to learn is low,and their autonomy in constructing cognitive structures needs to be improved;(6)Students’ awareness of connecting knowledge with life is low.,transfer and application ability is average;(7)There are differences between teachers’ cognition and practice in the cultivation of geographic learning transfer ability.According to the existing literature research,combined with the analysis of the test questions and the results of the questionnaire survey,the following strategies are made on how to improve the students’ geographical learning transfer ability :(1)pay attention to the basic teaching of geographical transfer and strengthen the weak links of teaching;(2)The geographical transfer of teaching life,stimulate students’ interest in learning;(3)To change the concept of cultivating geographical mobility ability and promote students’ all-round development.Innovation: This paper is relatively innovative in the selection of research methods and research objects.Through the analysis of test questions and questionnaire survey,this paper studies the current situation of the cultivation of the transfer ability of geography learning of senior one students,systematically analyzes the characteristics of the development of the transfer ability of students’ knowledge,skills,methods and emotional attitudes values,and then puts forward targeted training strategies.