Classification Of High School Students' Geographical Reading And Its Causes

As a vivid, resourceful way of expression, maps show direct and simple geographical knowledge and are an important medium. Thus, reading geographical maps and charts is one of the most significant activities in learning which directly determines learning effects. However, in teaching the author finds that some senior students have the reading disorders which leads to low efficiency and lack of interest.This paper is based on cartography theories, geography teaching method theories and educational psychology. A survey is conducted concerning senior students’ disorders in reading maps from the respects of both teachers and students. This survey conducts statistical analysis of students’ approach of reading maps, the environment of reading, and various disorders of charts together with teachers’environment of using a map and present condition of teaching; then the author encodes interviews with students and teachers in ascending sequence according to their interview content based on the Grounded Theory. Finally types of reading disorders are summarized and analyzed concerning causes and feasible strategies will be put forward.According to the conclusion, there are 7 types of map reading disorders, i.e., map features, objective factors, personal emotion, knowledge accumulation, reading habits, reading skills and teaching support. Those disorders in senior students are due to a number of four causes, like map features, the students themselves, the teacher, the school and the family. For instance, maps convey abundant information; students have negative feelings towards maps as well as bad habits; teachers’ approaches are not proper enough. The corresponding measures encompass students’ enhanced memorization of knowledge and their alteration from bad habits, and teachers’ appropriate adjustment in teaching with more attention and encouragement.Students’actual reading disorders in map reading can be reflected better based on the classified analysis of these phenomena of the original content, which offers reference to students’ learning and teachers’teaching. This motion will not only require students to face their disorders and be diligent but also help teachers accurately master their students’ problems and adjust teaching plans accordingly.