A Study Of GIS-assisted Teaching Aiming To Overcome Reading Barriers Of Geographical Charts For High School Students

The study of GIS-assisted teaching aiming to overcome reading barriers of geographical charts for high school students helps to improve high school students’ reading ability of geographic charts, promotes the improvement of teaching standards, and further enriches the theory of psychology, pedagogy and map pedagogy at the same time. In this paper, the author, through questionnaire and interview, discusses the reasons for high school students’ reading barriers of geographical charts. By teaching experiment, questionnaire and test, the author further probes into teaching strategies for training high school students’reading ability of geographic charts.Survey shows that three main reading barriers of geographical chart for high school students:interest barriers, learning methods barriers and habits barriers.Research shows that Five main features of reading barriers of geographical chart for high school students: inattention, incorrect reading method, weak fundamentals, low sense of information extraction and processing capabilities and fear of geographical chart reading.Research shows that three aspects for the causes of reading barriers of geographical chart for high school students:themselves, teachers and schools.The experimental results show that geography teachers are supposed to make use of multiple types of teaching mode and a variety of teaching methods, have a sense of mobilizing students’interest in geography and maps, building students’"mental map", and improve students’capabilities of spatial imagination and comprehensive analysis.