A Study On The Design And Practice Of High School Geography Teaching In Infiltration Cultivation Of Geographic Information Technology Application Ability

With the rapid development of the Internet,the requirements of the society for talents have changed.According to the changes in the requirements of talent training,the curriculum standard has also changed.The 2017 edition of general high school geography curriculum standard puts forward higher requirements for cultivating students’ application ability of geographic information technology,and clearly puts forward the requirement that "students can use geographic information technology to analyze and solve relevant geographical problems after learning",which provides sufficient basis for this study.In order to implement the requirements of the curriculum standard,this paper uses literature research method,questionnaire survey method,case study method and educational experiment method,and on the basis of consulting the research status of high school students’ application ability of geographic information technology,designs a questionnaire to investigate the practical situation of infiltration cultivation of students’ application ability of geographic information technology in geography teaching of middle school,and puts forward solutions and approaches for the existing difficulties.Based on the proposed strategies and approaches,the relevant high school geography teaching cases are designed,and the educational experiment method is used to verify whether the implementation of the teaching cases that integrate the cultivation of geographic information technology application ability can effectively improve students’ geographic information technology application ability on the basis of improving geographic core literacy.The following conclusions are drawn:(1)Through literature research,it is found that most of the studies on the application of geographic information technology in middle school geography teaching are from the perspective of teachers,mainly studying how teachers use geographic information technology to assist teaching and design teaching cases;There are few studies on how to cultivate students’ application ability of geographic information technology from the perspective of students.(2)Questionnaire survey was conducted to investigate the application ability of geographic information technology in osmotic cultivation of high school students.From the questionnaire of teachers,it is found that most teachers have a low understanding and operating level of geographic information technology;Teachers are faced with difficulties such as limited classroom time,no combination of geographic information technology and geography classroom teaching,few reference strategies,and lack of training of students’ ability to apply geographic information technology.However,most teachers can realize that geographic information technology has many advantages and are willing to cultivate students’ geographic information technology application ability in classroom teaching.From the questionnaire of students,it is found that most students have misunderstandings about geographic information technology.Students use geographic information technology less times,single types and poor operation level.However,most students have a strong desire to operate geographic information technology software by themselves.(3)Based on Dewey’s theory,constructivism theory and humanism theory,and in view of the difficulties in the current osmotic cultivation of students’ application ability of geographic information technology,the basic principles,strategies and approaches of osmotic cultivation are proposed.Based on the proposed strategies and approaches,four teaching cases of infiltration of GIS application ability cultivation are designed,namely "flowing geomorphology","Aeolian geomorphology","seawater temperature" and "service industry location selection".(4)To carry out empirical research on eolian geomorphic cases through educational experiment method,and to evaluate the teaching effect through qualitative and quantitative methods.From the learning effect evaluation scale,it is found that in the two dimensions of geographic information technology application ability,will quality and achievement of subject core literacy,the score of the experimental class is significantly better than that of the control class,which verifies that the classroom teaching of infiltration cultivation of geographic information technology application ability can effectively improve students’ geographic information technology application ability on the basis of improving geographic core literacy.It is found from the questionnaire that students prefer the teaching method using geographic information technology,and the teaching effect is good.