Research Of The Design On The Directions Of Picture Systems In Geography Textbook

The content of geography in senior middle school is selected from the research ofgeographers and arranged based on both the requirements of nation and thepsychological development level, so senior middle school students should becomethose whose learn on map, like the researcher community conducts research on map.Through map, they could put the subjects into relevant geographical space ofearth; and they could identify the salient indictors of a given area; and they couldinduce the characteristics of some areas; and they could find the causal relationshipbetween geographical phenomenons.The direction is very important to activities mentioned above which could helpstudents to learn more efficient. The direction is also important to teaching. If teachersthink about questions, such as why does this picture need direction?, is it suitablefor all students?, how to evaluate the directions of picture systems, they cantransform from analysis for teaching into evaluation research of these directions.The focal issue of these evaluation researches is whether direction does abbeyboth the logic of geography and the logic of teaching and learning. The presentdissertation tried to study those three questions follow. First, what function should thedirection of picture system realize? Second, how to design the picture systemdirections based on the ideas, methods, and principles from geography? Third, how tomake the direction design based on the logic of teaching and learning? From this point,the present dissertation is important from both the theoretical perspective and practicalperspective.The present paper included eight parts.The first chapter is introduction. The New Curriculum Criteria required seniormiddle school students to master map abilities which is a key issue in geographylearning in the senior middle school stage. However, the students skills areinsufficient to solve problems. Further more there lack research on this topic bothhome and abroad. This part provided the concept of direction, its classification, andfunctions. This part also presented the study questions, research purpose, researchmethods, and the technical route.The second chapter is literature review. This part reviewed on the research ofconcept of picture system of text, classification, functions, and the design principles.This part also reviewed the comparison research, and the evaluation research ofdesign of direction of picture system.The third chapter focused on the ontology of direction of picture system of seniormiddle school. This part first clarified the concept, functions, and characteristics,introduced the design principles of designing the direction of picture system, and thenpresented the evaluation criteria for direction. The fourth chapter investigated the satisfaction degree and preference of picturesystem direction of geography textbooks used in senior middle school. Firstly, weasked the teachers to evaluate the picture system direction from the geographytextbook published by people and education publisher. Secondly, we profiled thepreference of teachers on these directions from varieties of geography textbookversions. Based on these investigations, we demonstrated the problems appeared inthe geography textbook.The fifth chapter compared several versions of geography textbook home andabroad. Those versions came from Hongkong, Taiwang, America, and China mainland.The focus is the difference of their directions. Based on the comparisons, somesuggestions were induced for home text writers and publishers.The sixth chapter introduced the first strategy of design geography picture systemdirection. This strategy is5W, i.e. where it locates, what is it, when does it happen,why does it locate there, and what function it play. At the same time an example waspresented.The seventh chapter introduced the second strategy of how to design the directionof geography picture system direction for senior middle school. The strategy is thecombination of classification and teaching structure. The geography pictures wereclassified into diagrammatic sketch, landscape map, and statistical map. This part alsoconducted a series experiments to illustrate the effects on learning of differentdesigns.The final part included conclusions and the prospective. This part summarized thestudies mentioned in previous and put forth the basic theory of how to design andevaluate the direction of picture system of senior middle school. This part highlightedthe creation points of the present paper and also discussed its limitations.Research begins in question. The design of direction of picture system is a muchin little’ research topic. Questions come from learning process, and also be solved inthis process.