Research On The Construction Of Evaluation Criteria About Map Literacy And Empirical Analysis For High School Students

Middle school geography education has already caused the great attention of theeducational circles at home and abroad. In the" high school geography curriculum standards",the basic concept of the first is " to cultivate modern citizens essential geographical literacy".Due to the geographical characteristics of the subject, to map oriented image system is one ofthe most appropriate and best most important method for the teaching of geography.Therefore,map literacy has become the essential link during the process of cultivating students’geographic literacy. Given the importance of students map literacy, this article will be in themap literacy on the basis of theoretical research, with reference to the high school geographynew curriculum standard, combined with the actual survey, integrated educational evaluationwith connotation of map literacy, to build evaluation criteria of high school students’ mapliteracy. On the basis of high school map literacy evaluation criteria，the author makes anempirical study of Yantai，the study found in high school students’ overall map literacy levelin good grades, but there are many aspects of the lack of problems, this paper aimed at theproblem and put forward the strategy to promote students’ map literacy.In this paper, the main line is to build the high school map literacy evaluation criteria. Inorder to build a high school map literacy evaluation criteria, paper uses the literature law,investigation law, action research method. Based on the theory of educational psychology, thetheory of cartography, geography teaching theories, educational evaluation theory, combinedwith the new high school geography curriculum standards, build the evaluation criteria ofhigh school map literacy. The construction of the evaluation standard for high schoolgeography map provide theories and practice basis of map teaching, and to help the majorityof teachers to have some pointed map teaching, and improve the students’ map literacy level.The evaluation criteria includes three first level indicators, and ten secondary indicators.First level indicators are as follows: knowledge and skills, processes and methods, emotionalattitude and values. Two level indicators are: the knowledge of map, map reading skills,mapping skills, the use map skills, through the map analysis of geographic information, usemaps to solve geographic problems, through maps to express ideas, Map applicationawareness, Map aesthetic sense, and awareness of the national territory. The grade of theevaluation criteria are divided into excellent, good, qualified, refueling four grades.