The richness of the content of geograohy and the complexity of the construction may cause students to learn the subject inevitable in the way with a rote recitation, that can not understand the integrity of the subject, and ignore the concept of geographic integration of disciplines.Many studies have pointed out that the concept mapping is an effective way of learning, look after metacognitive point of view, compared with other learning methods, concept maps in the acquisition of knowledge have a positive impact on the use of concept maps than taking notes.
This study adopted the quasi-experimental design , nonequivalent retest-posttest , three 8th-grade classes are from a junipr high school in New Taipei City were chosen, sample
size was 96.We divided students into three groups ,(a) Totally generated (e.g. concept map drawn by them-self); (b)partially generated (e.g.conceptual framework have done, learners simply fill the blank);and(c) reading the export’s map (e.g. concept map drawn by experts
in the field).The study use three concept mapping Instructional strategies and the level of prior knowledge as the independent variables and the geography learning achievement test, the geography attitude, reading comprehension and spatial relations ability to understand as the dependent variables. The research instruments included: the geography learning achievement test, the geography attitude scale, reading comprehension test and spatial relations ability to understand test.The collected data were analyzed by using the following statistical methods：descriptive statistic, two-way analysis of covariance(ANCOVA) and t-test.
The results of the research are shown as follows:
1.Different concept mapping instructional strategies reached a significant difference in reading comprehension, in which the totally- generated group showed significantly better than partially- generated group and reading the export’s map group.
2.Different concept mapping instructional strategies in geography learning achievements, learning delays, learning attitude and understanding of spatial relations test did not reach significant difference.
3.High prior knowledge group in geography learning achievement, learning delays, reading comprehension test was significantly better than low prior knowledge group; in geography learning attitude, ability to understand the spatial relationships not reach significant difference.