Practical Study On Visualization Teaching Of The Knowledge Of "Geographyical Process" In Senior High School

"Pattern and process" is one of the hot spots in current geography research,and also occupies an important position in the knowledge system of high school geography.The knowledge of "geographic process" involving time evolution and spatial change is abstract and complex,which requires high cognitive ability of students.However,traditional teaching is mainly based on lecture method,which cannot show the geographic process visually,and there are still problems such as process characteristics are not obvious,spatial advantages are not prominent,and temporal awareness is not enough,which makes students’ understanding difficult.The General High School Geography Curriculum Standards(2017 Edition Revised 2020)proposes to deepen the application of information technology in classroom teaching,enrich the form of classroom teaching,and promote the expansion and depth of geography learning.Visualization teaching uses information technology to build figurative scaffolding,which can effectively help students learn abstract geography knowledge.Therefore,it is of great research significance and practical value to explore the teaching strategies of geography process knowledge from the perspective of visualization.This paper mainly adopts literature research method,action research method,classroom observation method and questionnaire survey method to conduct the research.First,the author checks the state-of-the-art on geographic process knowledge and visualization teaching,thinking about its research background and significance,summarizing the international and native achievement,and determining the research approaches and ideas.Second,this author analyzes and summaries the core concepts and theoretical foundations of this research.Based on the previous fundamental theories and strategies for geographic process knowledge and visualization teaching,the design basis of the visualization teaching of geographic process knowledge in high school is determined.Third,the "formation and evolution of deltas" was selected as a class example for design and implementation,and the teaching design was optimized in the implementation.Fourth,according to the observation of the implementation process and the questionnaire after class,the teaching effect is analyzed,and a summary is made.Fifth,based on the actual results and teaching reflections,suggestions for visualizing the teaching of process knowledge in high school geography are proposed.Finally,the author summarizes the main conclusions,innovations,deficiencies,and prospects of this research.Based on the existing research,the following teaching design bases are extracted:(1)classification of geographic process knowledge;(2)main teaching strategies of geographic process knowledge,including creating rich teaching contexts and real perception of geographic process;using various teaching media and visualizing geographic process;cultivating knowledge transfer ability and understanding application of geographic process;(3)principles of visualization teaching design,which are clear purpose principle,information combination principle,form variety principle,moderate use principle and student subject principle.(3)principles of visual teaching design,which are clear purpose,moderate use,information combination,various forms,student subject,and teacher guidance;(4)the presentation forms of visualization teaching,including images,videos,concept maps,mind maps,geography information technology,and professional teaching software,etc.The lesson "The Formation and Evolution of Delta" was designed based on classroom examples and practiced in senior classes(1),(5)and(6)of the 17 th Kaifeng Middle School.Through observing students’ classroom performance and analyzing the post-class questionnaire,we found that:(1)students are interested in visualization teaching;(2)visualization teaching is good for breaking through the important and difficult points of teaching;(3)visualization teaching is good for cultivating comprehensive thinking in time and space;(4)visualization teaching is good for promoting knowledge structuring;(5)visualization teaching is good for improving knowledge transfer ability.Based on the relevant researches,and based on the practical effects and teaching reflections,the author propose the following teaching suggestions for the visualization of "geographic process" knowledge in high school:(1)strengthen the application of geographic information technology to present geographic process dynamically;(2)emphasize both the content and form of visualization to promote students’ deep learning;(3)focus on analyzing the principles of geographic process to grasp the focus of teaching;(4)cultivate students’ ability to read and analyze maps and pay attention to map analysis;(5)promote knowledge structuring with the help of graphical construction to cultivate higher-order thinking.The innovation of this paper lies in the innovation of research perspective.It combines the knowledge of "geographic process" with visualization teaching,uses visualization tools to visualize the changes of geographic process,and sorts out the logical relationship and thinking process through knowledge visualization,in order to stimulate learning interest,help students understand and break through the difficult points of teaching.Through this study,we hope to provide front-line teachers with teaching references,enrich teaching methods and improve teaching effectiveness.