人本主义学习理论所强调的知情统一、学生中心、有意义的学习的教学观对传统的高中地理教学产生了巨大的挑战。依据人本主义学习理论,地理教师在教学中应转变传统的教学思想,由传统的只重视地理知识的传授向重视学生的知情统一发展,由地理教师在地理课堂上占主体地位向凸显学生主体地位发展,由重视地理学习结果向地理学习过程和结果并重发展。随着高中地理课程改革的不断深入,探究性学习方法被越来越多的地理教师所关注。人本主义学习理论的提出,更凸显了探究性学习方法的使用价值。本文旨在初步探讨人本主义学习理论对高中地理教学的影响,希望能够抛砖引玉,引起广大地理教学研究者及一线地理教师的进一步研究。 The teaching concept of knowledge unification, student center and meaningful learning, which is emphasized by the human learning theory, poses a great challenge to the traditional high school geography teaching. According to the theory of humanistic learning, geography teachers should change the traditional teaching ideas in their teaching. From the traditional emphasis on geography knowledge to the emphasis on the unified development of students, geography teachers should take the dominant position in the geography classroom to highlight the students’ Status development, from focusing on the results of geographical learning to geography learning process and the results of development. With the deepening of high school geography curriculum reform, inquiry learning method is paid more and more attention by geography teachers. Humanistic learning theory put forward, but also highlights the use of inquiry learning methods. The purpose of this paper is to probe into the influence of humanistic learning theory on high school geography teaching in the hope of attracting more scholarship and arousing the further research of geography teaching researchers and first-line geography teachers.