Development And Application Of Teaching Resources Of "Geography" In Junior High Schools Based On AR

With the research purpose of using new technologies and new methods in the field of education,in order to solve the difficulties encountered by junior high school students in physical geography learning,enhance learners ’ interest in learning geography,and optimize the geography teaching process,the author uses augmented reality technology as an example,focusing on making AR software to assist geography classroom teaching.The author first conducted a preliminary investigation,and proposed a model of visualizing related geographic phenomena and using AR to assist geography classroom teaching in response to the difficulty of understanding natural geographic phenomena for junior high school students.Then after the preliminary investigation,the author determined the teaching content as "the movement of the earth" according to the needs of the investigation,and carried out the design of teaching resources,and carrying out the design and development of AR-assisted teaching software.The theories used in development mainly include: eight and one-half intelligence theory based on multiple intelligence theory,situational cognition and learning theory,audio-visual teaching theory centered on the "Tower of Experience",and embodied cognitive theory Based on the above theories,the author developed and designed AR-assisted geography classroom teaching software with simple operation and strong practicability,using mobile terminal equipment as a carrier to realize the visual teaching of abstract knowledge points.After the software development is over,the author designs teaching plans and courseware that use AR technology to assist geography classroom teaching,and then conducts comparative experimental teaching of the two classes,and finally uses SPSS software to analyze the questionnaires and test papers recovered from the teaching.The results are as follows.AR-assisted geography classroom teaching has significant differences in willingness and interest dimensions and classroom evaluation dimensions,but it does not show differences in knowledge effect dimensions and self-evaluation dimensions.And the average test score of the experimental class is higher than that of the control class,but the scores of the two classes are not different because of the difference in teaching mode.Counting the number of people in each score segment shows that only the number of people in the high segment of the two classes has a significant difference,and the number of people in the other score segments is roughly the same.Therefore,the author believes that although the introduction of AR technology can enhance students’ interest in the classroom.If for better classroom teaching effect and efficiency,in terms of performance indicators,this technology may be more suitable for pre-class preparation or after-class review.However,if students use AR for assisted teaching effects before or after class,each junior high school student needs to have a mobile terminal device,which effect largely depends on the students’ self-discipline and consciousness,and it is not conducive to the teacher’s management of the students.