High School Students Learning Individual Differences Of Investigation Map

The research object of geography includes the geographic environment, the relationship between human and geographical environment. Geographic environment is so large that students cannot directly observe and study it in the classroom. Known as the second language, the map is the most direct and abundant geographic textbook and teaching tools. Using special forms, such as image, character, symbol, number and color, it changed many things and geographical phenomena on the earth surface into adult visual two-dimensional plane, making the observation, understanding and analysis of geographical things possible. As a result, map has become an effective tool in the research of geographical environment. As map plays an important role in the teaching and research of geography, it is one of the most suitable and important methods of geography teaching, it is also a unique teaching spot. Direct teaching methods add a lot of fun and improve the geographical learning efficiency for students. The map is the key to learning geography and in the college entrance examination in recent years, more and more emphasis on students’ skills of understanding the map, which even can be said "no map no geography". After a new round reform of curriculum, various versions of the geography textbooks also emphasize the role of students and map, and people pay more attention to the ability of using map. However, the reality is that high school students map-learning effect is not optimistic. There are obvious differences between schools and students in using map.Since ancient time, educators have paid attention to teaching students in accordance with their aptitude, then adopted different teaching methods according to the specific circumstances of different students. Nowadays, students are more of personality, so more emphasis should be placed on teaching students in accordance with their aptitude. At the same time, people began to pay attention to the equality of education. As there are individual differences between students, we should take them into consideration before taking a teaching method.The new curriculum reform emphasizes that education should be people-oriented, pay attention to students’ individual differences. In the existing studies, more attention was focused on the characteristics of age, gender difference in students; Geography researchers also conduct the research to the students individual differences from gender, age, cognitive aspects. However, through massive teaching practice, we found a problem that is ignored, students’ differences exist not only at the individual, gender and age; but also exists among the groups. There are also differences between boys and girls at urban and rural schools. Facing these differences, the current theoretical research lacks of complete instructive conclusion, so there isn’t a systematic coping strategy which has a good theoretical and practical significance to study the differences between the groups of students’ map-learning ability.Based on map literacy, map ability, personality differences, and map-learning personality differences, the author selects map literacy, map ability, mental map and map teaching 4 indicators; according to genetics, Gardiner’s multiple intelligence theory, educational psychology and geography curriculum teaching theory and other aspects of knowledge; using the method of literature, questionnaire and interview; selecting a key senior middle school and a common high school in Human province, and distributing 100 copies of questionnaire at each school.The research results show that:(1) the differences between schoolboys and schoolgirls include four aspects ① Map literacy:Boys map literacy are higher than girls, and boys are relatively more interested in map. ② The map learning ability:Girls have better reading habits when using map, while boys are more skillful in filling the map and analysis. ③ The mental map:Boys pay more attention to training the mental map ability than girls. Boys are good at using associative way to learn while girls are more dependent on direct map learning.④ The map teaching:The map teaching has no obvious effect on schoolboys and schoolgirls. (2) students’ differences in learning map between the urban and rural schools consist of ①Map literacy:Students in urban schools have better map literacy than country students. ②The map learning ability:Students in urban schools are better in map learning ability and practice. Moreover, they also tend to use the map in various ways. Then, boys at the urban and rural schools tie a draw in filling the map; but students in urban schools have better ability to analyze map than the rural students. ③ The mental map:Generally speaking, there is no strong awareness of mental map both at the urban and rural high school students. Most students even haven’t developed the sense of using map. ④The map teaching:Urban teachers use the map much more frequent, and they pay more attention to the teaching effects and students’ability to use map.Through investigation and study of the paper, the author puts forward some suggestions for high school students’ personality of map-learning differences based on above phenomenon:first of all, teachers should face up to the differences of personality between schoolboys and schoolgirls, taking targeted teaching methods. What’s more, we should attach the importance to teaching resource optimization and teaching situation between urban and rural areas. Finally, facing differences in students’ ability, we could improve our teaching design according to different students’ situations.