Research On Map Teaching Strategies Aimed At Cultivating Psychological Map

Map can be regarded as the soul of geography,the carrier of geographic information,and the second language of geography.The construction of mental maps is of great significance for the improvement of students’ spatial cognitive ability and the implementation of the geography’s core literacy.However,students,teachers and parents think little of mental maps,which causes the lack of learning mental maps for high school students.Reading maps is the most effective way to construct mental maps.Therefore,based on related theories such as cartographic transmission point of view,map space cognition theory and constructivist learning theory,the current research improves the map teaching strategy for mental map learning,aiming to helping students construct mental map.Combining literature research method,questionnaire survey method,interview method and experimental research method,this article researches the concept and relationship of mental map and map,the level of mental map of high school students and the current situation of map learning,and the map teaching strategy that points to the cultivation of mental map.The conclusions of this thesis are presented as follows:(1)By means of the questionnaire survey method and teacher interview method,the level of high school students’ mental map and the current situation of map learning are investigated.The results indicate:The current level of students’ mental map is relatively low.Students have problems in constructing mental maps through map learning,which can be attributed to many reasons,for example,students’ low interest in map learning,students’ lack of basic map knowledge,students’low level of map ability,especially their lack of map analysis ability and map application ability.Additionally,teachers don’t have a good command of mental maps.Some teachers’ map teaching is not effective.Teachers lack systematic methods to help students build mental maps.Teachers believe that there are many impact factors affecting the students’ level of mental map.And it is acknowledged by teachers that map teaching is of great importance for students’ construction of mental map.The ways that teachers evaluate the level of students’ mental maps are relatively simple,which consist largely of drawing sketches.(2)Aiming at the problems that exists currently,this paper comes up with general and specific strategies for map teaching pointing to the learning of mental maps.From a macro perspective,the general strategy pays attention to daily map teaching.It promotes students to actively construct mental maps in the process of daily learning through stimulating students’ interest in maps.It helps students enrich their mental maps through the accumulation of students’ geographic knowledge and map knowledge.It ensures the dynamic development of students’ mental maps through the improvement of students’ map ability.In terms of specific strategies,they are based on the students’cognitive process of map space.The specific strategies can be divided into four types,namely perceiving familiarity,image construction,memory initial consolidation and thinking migration,which stems from four aspects:perception process,image process,memory process and thinking process.(3)Adopting the controlled experiment method and the questionnaire survey method,the effect of the map teaching strategies pointing to the learning of mental map is evaluated.The following research conclusions can be drawn:these map teaching strategies effectively increase students’interest in map learning,enrich students’ map knowledge,especially map factual knowledge and map conceptual knowledge,improve students’ map ability to a certain extent,especially map cognition ability,stimulate students’ level of mental map and promote the improvement of their academic performance in geography.