Research On The Application Of GIS In High School Geography Teaching

With the rapid development of computer technology,middle school geography gradually introduces information technology as a teaching aid.The "General High School Geography Curriculum Standards(2017Edition)" emphasizes the need to make full use of geographic information technology to create an intuitive,real-time and vivid geographic teaching environment,and to innovate learning methods that cultivate the core literacy of geography.Geography combines the nature of natural sciences and social sciences.It has the characteristics of comprehensiveness,spatiality,and regionality.The content is abstract and it is difficult to learn.In order to alleviate the burden of students’ learning difficulties and the pressure of teachers’ teaching,analyzing and processing the teaching and learning of important and difficult knowledge in textbooks is the key to improving teaching quality and student learning efficiency.Therefore,choosing appropriate methods and means to assist the teaching of important and difficult points Very necessary.GIS is a new technology with strong practicality in geographic science.In the classroom,the difficult points of geography teaching are displayed more intuitively and vividly through GIS technology,creating a vivid geography learning environment for students,and breaking through the important and difficult points of geography teaching.It is of great help and has unique significance for the development of geography education in middle schools.Through the research on the relevant theories and practical cases of GIS application in teaching at home and abroad,the questionnaire is used to investigate the situation of the understanding,application and demand of GIS by the senior high school geography teachers in Guizhou Province,and analyze the current problems in the teaching of GIS in the high school geography in Guizhou Province.Summarize the reasons and plan corresponding measures: First,investigate the difficulty assessment of high school geography key knowledge by front-line teachers and students from different schools in Guizhou Province,sort out the scores of the national college entrance examination geography paper test points in the past five years,and comprehensively select key and difficult knowledge;then According to the classification theory of geographic knowledge,classify the key and difficult knowledge of geographic teaching,explore the general applicable functions and teaching strategies of GIS in different types of key and difficult knowledge,and give examples to demonstrate each type of key and difficult points,all in the form of small cases Present;finally design a complete GIS-assisted typical case of teaching the important and difficult points of high school geography,and conduct practical effect evaluation research in the high school geography classroom.The survey results show that there are differences in the degree of understanding and mastery of GIS by geography teachers of different backgrounds.Among them,the educational background and professional background have a greater impact.The higher the degree of education,the higher the level of mastery of GIS,and the teachers with a professional background in geographic information science.The level of understanding and mastery of GIS far exceeds that of teachers with other professional backgrounds.Having received GIS-related courses or training is very helpful to the understanding and mastery of GIS,while teachers who have not received relevant courses or training have low understanding of GIS and basically cannot operate GIS.The hardware configuration of schools at different levels of running a school is different,and the hardware configuration of schools with lower levels of running a school is not perfect.The application of GIS in the teaching of important and difficult points of high school geography is not ideal.The reason is that frontline teachers encounter many difficulties when using GIS to assist teaching: such as the difficulty of GIS software operation and the lack of typical GIS cases.Through the statistical analysis of the key knowledge difficulty assessment questionnaire data,as a whole,the fluctuation range of the difficult knowledge points considered by students and teachers is not much different,and most of the common difficulties are shared.The comparison between the teacher online questionnaire and the paper questionnaire shows roughly the same fluctuations,indicating that different teachers have basically the same assessment of the difficulty of key knowledge.Comparing students at different school levels,the fluctuations are roughly the same,but the difficulty evaluation scores of students with higher levels of schooling are lower,which shows that the difficulty evaluation is different due to different cognitive foundations of students.Based on the classification theory of geographic knowledge,the selected key and difficult knowledge is classified into five types of difficulties: geographic location,geographic distribution,geographic feature,geographic process and geographic connection,and explores the general applicable functions and teaching of GIS in different types of difficult knowledge breakthroughs Strategy.Using the classroom observation method,based on the LICC paradigm as a guide,combined with the characteristics of the geographical discipline to compile a classroom observation scale,and conduct classroom observation of "same class and heterogeneous" teaching practice.GIS teaching and traditional teaching are compared in the four dimensions of student learning,teacher teaching,course nature and classroom culture.The practical results show that GIS teaching has obvious advantages in the perspectives of student participation,teacher teaching presentation,curriculum resource utilization,and classroom culture innovation.Therefore,GIS is feasible in the teaching of high school geography important and difficult knowledge,and the teaching effect is good.