Research On Cultivation Actuality And Strategy Of High School Geospatial Perspective

Geospatial perspective is the breakthrough point to understand geography events, is the thinking mode to analyze and solve geographic problems. It is acquired in the long-term accumulation of knowledge and skill by the students, which provides a reasonable method to raise, identify and solve geographic problems. Geospatial perspective also provides a reference frame for people in the geography events evaluation. Currently, the cultivation of geospatial perspective has become the focus of attention on basis geography education in various countries. Geography literacy education as a basic concept of geography teaching also is officially referred to planning agenda. But in high school geography teaching, spatial perspective cannot be given enough attention in class, due to the influence and restrict of College Entrance Examination. Moreover, because some geography teachers lack basic knowledge and mature space concept of this theory, the cultivation of geospatial perspective failed to obtain the ideal effect. Therefore, it has both theoretical and practical significance to understand the content and requirement of geospatial perspective search for students’ realistic learning situation, then put forward with effective countermeasures in high school geography teaching.On the basis of the relevant literature, this paper first carried out the content, defined the requirements for geospatial perspective connotation and high school training, and then analyzed the directivity of geospatial perspective "thinking path" to geography teaching, based on the above mentioned as a logical starting point. Based on the method from theory to empirical, in this study we gave an empirical investigation of high school geography teaching and analyzed the results in detail. Some questions in the cultivation of geospatial perspective were found during this process of analysis. In order to enhance the effectiveness of high school geospatial perspective cultivation, this paper presented corresponding teaching strategies for the mentioned finding. Specific explanation in form of case analysis is also included. Finally, we evaluated the role, values and application strategy of geographic information technologies in high school geospatial perspective cultivation. Specific method and orientation from theory to practice were proposed for high school cultivation of geospatial perspective.The whole paper is consisted of three parts: foreword, main body and conclusion. The body part is the main theoretical and practical research. The full text follows a technical route from basic theory to empirical study.The foreword introduced background of this study, including great value and significance of perspective cultivation, current terms of that in high school teaching, et al. On this basis, we defined the theoretical and practical significance of this study, presented research issues, objectives and purpose, then indicated specific study methods and technology roadmap.In the body part, we first sorted out the connotation of geospatial perspective from geospatial, spatial perspective, geography perspective, geospatial perspective and other research results systematically. Then, we summed up the present situation of geospatial perspective cultivation. Specific analysis in key areas and content of geospatial perspective cultivation in high school was made combined with high school geography textbooks PEP(compulsory 1.2.3) content and "high school geography curriculum standards" in China. In this article, we approved that foster high school geospatial perspective should be mainly developed in the following three aspects: "perspective of space phenomena", " perspective of spatial linkage" and "spatial process". Specifically, space phenomena cover spatial location, spatial distribution, spatial structure and other details. Spatial linkage contains links and space between elements, geography causality and man-land relationship. Geospatial process mainly refers to the dynamic change and characteristics varied with the geographic objects and phenomena over time. These three basic dimensions were the foundation for the theory and practice in full article. Request of geospatial perspective ’thinking path’ to was proposed. These three dimensions were also the basic direction to research high school geospatial training. On these findings, we raised the relevant teaching strategies.In order to enhance the effectiveness of geospatial perspective cultivation and achieve high school geospatial literacy education goals, this paper analyzed the advantages and capabilities of geographical information technology in spatial perspective training. We also explained the training forms of geographic information technology to geospatial perspective. Based on that, we put forward with application strategies of geographical information technology towards geospatial perspective cultivation. Specific analysis and explanation were done combined with relevant cases.In conclusion and outlook section, we outlined the methodology significance of this study in geospatial perspective and its education, raised the definition and specific strategies in high school geospatial perspective, concluded the application of geographic information technology in geospatial perspective cultivation. At the same time, we discussed further research content and direction, then presented deficiencies of this study.