The Research On GIS Technology To Visualize Auxiliary Teaching Geography Knowledge

Geography is the scientific study of the geographical environment and human activitiesand geographical environment of mutual relations."comprehensive" is a notable feature ofgeography and it is the dual nature of both the natural and social sciences. Geographicknowledge is complex and diverse, middle school geography teaching methods should also bevaried. With the development of modern science and information technology, people havecome to realize some of the limitations and shortcomings of traditional methods of teachinggeography.In recent years, geographic information systems (Geographic Information System, thepaper referred to as GIS) became an important geography teaching content and tools. It is acomputer hardware support, with the collection, storage, query, analysis, display, and outputdata and other geographic features, and the ability of computer technology systems for thestudy of geography and geographic decision-making services. GIS powerful informationprocessing and spatial visualization features to make up the traditional geography teachingmethods to some extent some of the deficiencies, the auxiliary geographical knowledge ofvisualization presentation, in order to promote students’ geographical knowledge andunderstanding in order to stimulate the students’ geography learning initiative to improvelearning efficiency. This study aimed to explore how the effective use of GIS technology toassist teaching the visualization of geographic knowledge.Firstly, by reading a large number of documents, this paper analyzes the feasibility andnecessity of GIS supporting in geographic knowledge visualization teaching based on thecombination school geography knowledge of their own characteristics and functions of GIS.It found that the traditional methods of teaching geography supporting in geographicknowledge visualization teaching exists primarily the following limitations: the traditionalpaper map can’t be a diagram showing the teaching content so that it isn’t easy to extractgeographic information; the map scale of traditional maps can’t be transformed so that it isn’tconducive to the geographic location; the traditional map emphasizes observation andanalysis but lacking spatial data attributes so that students don’t facilitate quantitative analysisof geographic issues. By contrast, the use of GIS technology to assist teaching thevisualization of geographic knowledge can solve these problems.Secondly, according to the characteristics of geographical knowledge, the geographicalknowledge is divided into four categories in this paper, which are knowledge of geographicaldistribution, knowledge of geographical features, knowledge of geographical causes andknowledge of geographical process. And it summarizes the appropriate instructional strategies for different geographic knowledge. Based on the four geographical knowledge as well as thenew curriculum standards which combines with the current PEP middle school geographytextbooks, this paper applies "Middle East","Interpretation of topographic maps","The causeof serious analysis of the geological hazards in the Yangtze river basin hydrological "and "Theearth’s movement feature of the terminator" as examples of teaching design cases using GIStechnology to assist teaching the visualization of geographic knowledge, to provide areference for secondary school geography teaching.Finally, it summarizes the conclusion of this paper and some major deficiencies. Andthen it introduces some issues worthy of continued research in the future and the outlook forfurther work.