Research On The Diagnosis And Strategy Of Teaching "Geography Process" In High School Based On Virtual Reality Technology

Geographic processes are dynamic processes of geographical things and phenomena over time,and are divided into natural geographic processes and human geographic processes.Natural geographic processes mainly refer to the formation and evolution of various natural geographic systems and other components of the earth’s surface,such as the heating process of the atmosphere,the water cycle process,and the crustal material circulation process;human geographic processes are changing with human activities,such as population growth,urbanization development,industrial agglomeration and diffusion,etc.;and the composite processes among various geographic elements(such as the process of sea-air interaction)The complex processes of human-earth interaction(such as global climate change).The examination of "Geographic Processes and Changes" in the high school curriculum standard should highlight the observation of geographic spatial dynamic processes,generalization of laws and prediction of trends,and the application of disciplinary thinking patterns,investigation methods and skills.Because of the abstractness and complexity of "geographic process",it becomes a difficult point for teaching.Therefore,we should try to use new teaching media and new teaching methods to break through this problem in the practice of secondary school geography teaching.Virtual reality technology creates an immersive three-dimensional space,which can simulate the dynamic process of geography space,stimulate students’ enthusiasm of learning geography,and bring students a new learning experience in terms of visual,auditory,tactile and other senses.Therefore,this study applies virtual reality technology to the teaching of "geography process" in secondary schools.First of all,the thesis mainly adopts literature research method,classroom behavior observation method,survey questionnaire method and geography education experiment method.Through the literature research method,the concepts of "geography process" and "virtual reality technology" are sorted out,and a diagnostic scale for teaching "geography process" in secondary schools based on virtual reality technology is constructed.I also compiled a questionnaire on teachers’ application of virtual reality technology to the teaching of "geography process" in secondary schools by drawing on the TPACK theory;through the observation of students’ classroom behaviors in the teaching of geography process based on virtual reality technology and the investigation of teachers’ TPACK ability,I obtained the current situation of "geography process" in secondary schools based on virtual reality technology.Secondly,after the classroom observation and questionnaire feedback,the main problems are insufficient theoretical basis for teaching and learning geography with virtual reality technology,weak ability of teachers and students to use virtual reality technology,insufficient virtual learning resources for teaching geography process,challenges in developing comprehensive thinking literacy in teaching "geography process" and virtual reality can cause cognitive load,resulting in "high consumption and low efficiency".There are five main reasons: lack of research on virtual reality-based technology and geography teaching;weak ability of teachers and students to use virtual reality;high cost of virtual reality hardware and insufficient software resources;limitation of comprehensive thinking literacy cultivation of "geography process" teaching,resulting in insufficient effect of geography process learning based on virtual reality technology,etc.The main teaching strategies include: increasing the theoretical research on geography teaching based on virtual reality technology;improving the ability of teachers and students to use virtual reality;developing rich learning resources for "geography process" teaching;paying attention to the use of virtual reality technology in "geography process" teaching and virtual reality-based geography process teaching;promoting new teaching methods in virtual reality-based geography process teaching,etc.Thirdly,the effect testing experiment found that the experimental group using virtual reality technology was more effective than the control group in cultivating the core literacy of human-earth coordination,geography practice and regional cognition.The spatio-temporal effect of the virtual reality technology to show the river geomorphology is better,but in the elemental synthesis,spatio-temporal synthesis and local comprehensive thinking literacy it is not as good as the traditional teaching method.The reason is that the process of the virtual reality to show the river geomorphology is transitionally idealized and single,and the transitional three-dimensional scene display increases the cognitive burden of students,which is not conducive to the achievement of comprehensive thinking literacy.Finally,I discussed the application performance of "geographic process" teaching based on virtual reality technology in different time periods in classroom,and the teaching method should adopt a mixed learning approach,and draw conclusions and prospects,for example,more and more geography teaching applications involving the content of "geographic process" are emerging.In the future,more and more virtual reality technologies will be used to teach "geography process" in secondary schools.