科学概念的教学是科学知识学习的重要组成部分，而科学知识的学习在学生科学素养的培养中处于基础的地位。由各种途径产生的前概念，对学生科学概念的形成具有不可忽视的影响。本研究通过对学生地理前概念的调查了解，主要采用文献分析法、比较研究法、经验总结法与访谈法等方法，对高中学生的地理前概念形成和特点进行的尝试性总结并用建构主义学习理论加以一定的解释，将地理前概念的产生，归结为受到日常生活经验、教材、教师、语言、直觉、旧有概念的局限、不扎实的知识基础、其它学科知识的迁移、不当类比、课外渠道等方面的影响。论文对学生地理前概念的特点进行了辨析，从形成、存在和表现三个角度对前概念的特点进行了系统论述。前概念的形成具有自发性；前概念的存在具有普遍性和广泛性，并表现出个体间、内容间的特异性；前概念的表现具有相对合理性与肤浅性，具有顽固性、隐蔽性的特点。论文以高一学生的自然地理前概念为例，对地理前概念现象进行了初步研究，并概括地提出了地理前概念转变教学的三个步骤：了解学生的地理前概念；引发学生的认知冲突；促进认知顺应，实现前概念向科学概念的转变。

Science conceptions teaching is an important component of science education, which plays a basic part while fostering students' science accomplishment. Preconceptions, created from many approach, has distinct influence to the forming of students science conceptions. This paper researches high school students' preconceptions within geography, attempt to summarize the forming and character of high school students’ geography preconceptions, and give a abecedarian decipher with constructivism learning theory. The forming of geography preconceptions has been boiled down to the influence of experience from daily life, teaching material, teachers, language, instinct, localization of old conception, not well-knit knowledge basic, transference from some other subject, improper analogy, and after school channel of information. Then paper differentiates and gives an analysis to the characters of high school students’ geography preconceptions, discusses the characters from three points of forming, presence, represent. Paper has also resumptively introduced the steps in the transformation of preconceptions.