The Design Of The Three-dimensional Virtual Instruction Software Of High School Physical Geography

Since the beginning of the new century, the "Digital Earth" program as a key breakthroughin China’s electronic information industry development and an important starting low is evenmore prominent and complementary development strategy of China’s national economy "and"State Information ", the commonconstitute our country’s socio-economic, especially the strongtechnical support for the ecological environment for sustainable development. In this context,IT and Geography curriculum integration has become a new viewpoint of the high schoolgeography teaching reform in China, and its high school geography education concepts andobjectives, teaching content and form have had a very significant impact. High schoolgeography curriculum standards made it clear that the emphasis on IT application in the studyof geography, should give full consideration to the impact of IT on the Geography Teaching,and create a teaching environment conducive to the formation of a geographic informationawareness and ability."However, China’s domestic high natural geography teaching softwaredevelopment and application point of view, more use of multimedia technology, GISsecondary development based on the software and can not meet the Earth’s multi-scale,multi-source, multi-modal spatial information, as well as mass the spatial data requirements ofhumane treatment, and foreign geographical study of the three-dimensional educationalsoftware design and more with a strong commercial nature, outstanding professional andinteractive operability is not suitable for use in high school geography teaching in theclassroom. Therefore, the geography curriculum standards and instructional design3Deducational software development, obvious meaning.The chapter structure of this paper include the following five areas:Chapter1Introduction. This chapter focuses on the research background and significanceof the three-dimensional geography teaching software, content and objectives, as well asforeign research review were introduced.Chapter2, the key technology and theory. This section, three-dimensional geographyteaching software development applied to several key theories and techniques are describedand analysis, including self-learning theory, constructivist learning theory, integrating pointtheory and virtual reality technology.Chapter3high school natural and geographical learning model and integration points.This section based on natural geographic important difficulties in teaching high school,56teaching sample was investigated for the object live on the front-line teachers of geographyteaching software and information needs in the teaching of geography in the8attack, and inrecent years, the college entrance examination the proposition trends and study focus of the discipline of geography. In addition, the chapter also analyzes the integration points of thethree-dimensional teaching model of the natural geography to explore different teachingmodes.Chapter4high school virtual learning platform of natural and geographical research.This section of the overall design and functionality of3D educational software modules wereconstructed and introduced, including overall design, including several aspects of the designprinciples, the overall structure, the application process.Chapter5Applications and effectiveness. This section to the teaching experiments andcomparative analysis of two high schools a total of14teaching sample experimental study,the results show a larger utility of three-dimensional educational software in the teachingprocess in the natural and geographical. The results show that the migration ability of thestudents’ knowledge system construction, geo-spatial awareness training and knowledge of3D geographical teaching software upgrade with remarkable results.