Strategy Research On Cultivating Geographical Spatial Thinking Ability Of High School Students By Map

For spatial thinking, its status is as important as time thinking in history teaching,and geographical spatiality is one of unique symbols in geography. Map is the secondlanguage of geographical science and important bridge to cultivate geographical spatialthinking ability, which plays an irreplaceable role in cultivating high schoolgeographical spatial thinking ability. Geographical spatial thinking ability is animportant component in geography, whose level, to some extent, has restricted thegeography learning effect of high school students and teachers’ teaching process.Firstly, this thesis made the analysis and summary based on the features ofgeographical spatial thinking, as well as sorted, generalize and summarize the study ofcultivation strategy on geographical spatial thinking. The thesis made the definition ofspatial thinking, map and their relationship, and discussed the significance of cultivatinggeographical spatial thinking ability from different perspectives. Secondly, the writerdivided geographical spatial thinking ability into six types based on concept definition,including geographical spatial imaginable thinking, geographical spatial positioningthinking, geographical spatial comparative thinking, geographical spatial logicalthinking, geographical spatial divergent thinking, and geographical spatial synecticthinking. Lastly, the writer discussed six types specifically combining the map withspecific teaching cases, and summarized a variety of methods and strategies oncultivating geographical spatial thinking by adopting experiential summary method andliterature research method.Using maps:1. improve students’ ability on hieroglyph combination;2. makestudents learn the map from reading to understanding;3. improve students’ abilitycombining their geographical imaginable thinking with abstract thinking. Finally, it canhelp students shape the following spatial perspectives:1. Geographical distribution andspatial distribution;2. Spatial linkage for geographical entities;3. Space variation forgeographical entities. These perspectives urge students to shape geographical spatialthinking ideology by using map. The improvement of students’ geographical spatialthinking ability can further strengthen synthesis between physical geography and human geography, geographic phylogeography and regional geography, which can makestudents obtain comprehensive development according to their subject knowledge, skills,competence and other nonintellectual factors, and form the comprehensive quality ingeography. Meanwhile, strategy research on cultivating students’ geographical spatialthinking ability by Map can also enrich teachers’ teaching approaches and methods, andimprove their teaching ability, in order to promote geography teaching.Finally, the writer put forward existing problems and disadvantages in the study,which can be studied and completed in the future.