High School Students' Geospatial Imagination

Spatial visualization is a very important ability for students to understand spatial content.High school students often find it difficult to imagine space when learning geospatial knowledge.In order to study the current situation of high school students' spatial imagination ability,help students build the scaffold of spatial imagination.A new idea of teaching principle with the characteristics of geography is formed.On the basis of literature review at home and abroad,the author puts forward the structure of spatial imagination ability of geography.which includes three levels of high school and low level and three to two dimensions,based on the structure of spatial imagination ability of mathematics and psychology.From 2 dimension to 3 D,whole to part,text to figure,part to whole and static to dynamic.The 15 multiple choice questions which are closely related to the above 6 levels are selected and revised in the grade examination of academic pass examination and other provinces and cities in China.Using the test paper,we selected three kinds of schools,namely,city focus,district key and Pugao,and obtained 519 valid samples.At the same time,in order to analyze the students' ability of spatial imagination.A subjective question was selected from the above questions and 101 valid samples were obtained.Through the overall analysis of the test paper,it is found that the high school studentsundefined spatial imagination ability is generally in the medium level,and there is still a lot of room for improvement.It is easy for senior high school students to increase or decrease the characteristics of original images in 3D and 2-D conversion;in image decomposition,they are easily fragmented,with only partial representation and no overall representation;in image visualization,they are susceptible to the interference of useless information.The false representation is visualized;in the image restoration,the local restoration is easy to occur,but there is no holistic restoration;in the representation prediction,the change of the original representation and the new representation is easy to be identical.Through the analysis of the differences in the test paper,we can see that the difference between boys and girls' spatial imagination ability is not significant in this test,and most of the sophomore students' geospatial imagination ability is better thanthat of the first grade students.Especially in 3 D to 2 D imagination,whole to part imagination and static to dynamic imagination.Through the correlation analysis of the test paper,we can know that the higher the score of the intermediate level group,the higher the score of the advanced level group in the three kinds of schools' geospatial imagination ability test among different level groups.This indicates that the improvement of the intermediate level group will contribute to the improvement of the advanced level group.In view of the research conclusion variance analysis and correlation analysis,respectively,puts forward the 2 d to 3 d space imagination,text to the graphics of spatial and spatial teaching strategy between the whole and part.