| The newly promulgated Geography Curriculum Standards for Compulsory Education 2022 Edition mentions "learning geography that is useful for life" in the curriculum philosophy,advocates the selection of geography materials that are closely related to students’ lives in the arrangement of curriculum contents,advocates student-centredness in the promotion of teaching reform,emphasises the full integration of modern information technology with geography teaching,and promotes students’ in-depth learning.In the promotion of teaching reform,we advocate student-centredness and emphasise the full integration of modern information technology with geography teaching to promote students’ in-depth learning.Therefore,combining the unique function of GIS in geography teaching to assist the teaching of vernacular geography,presenting students with familiar vernacular materials in a more intuitive,real-time and vivid way,can not only improve the shortcomings of traditional vernacular geography teaching,greatly enrich and standardise vernacular geography curriculum resources and teaching contents,innovate and cultivate core geography literacy,but also enhance students’ ability to apply what they learn,analyse and solve problems,cultivate a love for their hometown and build it.It is also of great significance to enhance students’ ability to apply their knowledge,analyse problems and solve them,and cultivate a sense of love for and construction of their hometowns.This paper takes Liupanshui City as an example.Firstly,through literature search,collation and analysis of the relevant research results at home and abroad on the teaching of vernacular geography,GIS in secondary school geography teaching and GIS-assisted vernacular geography teaching,discovering the shortcomings and summarizing the places worthy of reference;secondly,under the guidance of literature analysis,combining the unique functions of GIS in geography teaching,the new junior high school standard,the junior high school Xiangjiao version of the textbook,the characteristics of vernacular geography in Liupanshui City and the Then,a model of GIS-assisted junior high school local geography teaching case design strategy is constructed,and three teaching cases are designed with the unit of "Industry in Liupanshui City" as an example.Finally,a lesson of quality geography in Liupanshui was designed with the opportunity of Liupanshui City Quality Lesson Competition,and three teachers,including the author,used the form of the same lesson to comprehensively compare and evaluate the practical effects of GIS-assisted rural geography teaching and traditional rural geography teaching,mainly by classroom observation and post-lesson test.The study found that:(1)teachers and students had positive attitudes towards the integration of GIS into vernacular geography teaching.The teachers of the front-line observers of the practice believe that the novel GIS integration into vernacular geography teaching makes geography teaching more visual and innovates the way of cultivating core geography literacy.However,the current status of GIS application in front-line geography teaching in secondary schools is not satisfactory,and the constraints are mainly the lack of GIS operation skills of teachers,the inability to meet the relevant hardware and software equipment in schools,and the lack of training opportunities.(2)The three GIS-assisted design cases of native geography teaching in Liupanshui greatly enriched the resources of the Liupanshui native geography curriculum and provided reference for front-line teachers in the development and use of native geography teaching cases.(3)The co-curricular teaching practice shows that GIS-assisted vernacular geography teaching can make abstract vernacular geography knowledge more visual,improve the drawbacks of traditional vernacular geography teaching,help students break through learning barriers,accomplish teaching objectives,stimulate enthusiasm for geography learning,and significantly improve teaching quality and efficiency. |
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