人本主义学习理论是由美国当代著名心理学家和教育家马斯洛、罗杰斯提出来的。它将学习分为无意义学习和意义学习,并倡导意义学习;认为学习的过程就是学生在一定条件下自我挖掘潜能、自我实现的过程;学习的目的和结果是促使学生整体人格得到发展;认为学生要实现有意义学习,需要教师营造一种自由、平等、民主、和谐的充满关爱与真诚的学习氛围;提倡课堂讨论的教学模式。实践证明,人本主义学习理论对地理教学具有重要的指导意义。一、“意义学习”策略人本主义学习理论认为,根据学习对学习者的个人 Humanistic learning theory was proposed by Maslow and Rogers, famous contemporary psychologists and educators in the United States. It divides learning into meaningless learning and meaning learning, and advocates meaningful learning; considers that the process of learning is a process of self-discovery and self-realization under certain conditions; the purpose and result of learning are to promote the development of students’ overall personality; Students to achieve meaningful learning, teachers need to create a free, equal, democratic and harmonious atmosphere full of love and sincere learning; to promote classroom teaching model. Practice has proved that humanistic learning theory has an important guiding significance for geography teaching. First, “meaning learning ” strategy Humanist learning theory that, according to the learning of the individual learners