| 《Curriculum reform in foundational education (Trial)》mentions that:"Energetic efforts should be made to promote application of information technology in the teaching process, to promote the integration of information technology and curriculum; we need reforms on the presentation of teaching content, students' different learning styles, teaching methods and teacher-student interaction. We should give full play to the advantages of information technology, provide rich educational environment and powerful learning tools for student learning and development." Integration of Information technology and curriculum means that information technology will serve as the main tools integrated into all aspects of teaching and learning process, including curriculum development, teaching preparation, teaching process, performance evaluation, etc. It has become an inevitable trend of modem educational technology development that make full use of multimedia teaching tools to improve teaching methods and teaching quality, in order to promote school education. The topic of this article responds to this trend,3ds Max will serve as the representative of the computer 3D technique. This paper will focus on how 3ds Max apply to the process of geography teaching.3ds Max is one of the most widely used three-dimensional modeling, three-dimensional animation and rendering software. The content of geography teaching is based on geo-spatial characteristics of geographic objects and phenomena, geographical summary of spatial relations and understanding of geospatial reasoning process. This paper first discusses the composition of geo-spatial cognition, cognitive model of geographic space and geographic patterns of spatial cognition, and then it classified high school geography spatial elements according to the theory of geo-spatial cognition. Next it explores the teaching principles and methods about how to use 3ds Max, it combines with "earth revolution" as the example, explores the three-dimensional computer aided design process in geography teaching. Finally the author analyzes the problems encountered in writing this paper, the deficiencies of 3ds Max applied in geography teaching and the prospects of 3ds Max development.The second chapter and the third are the subject of the paper. Chapter two describes summarizes of the theoretical basis that 3ds Max used in geography teaching mainly from the perspective of geo-spatial cognition. Chapter three discusses the teaching contents, methods and principles that 3ds Max as assistant teaching method applies in high school geography teaching.
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