| Visual teaching means can improve classroom teaching quality and teaching efficiency in a large area,so it is generally paid attention to in geography teaching.Based on the geographical distribution rule of the current geography textbook "compulsory course 1" in senior high school,this paper selects Anqing Petrochemical Number One Senior High School,a representative in Anqing city,as the practice,and studies the application strategy of visual teaching means in the field of experiment.Literature research.Observation and questionnaire survey are mainly used in the research.Through systematic analysis,sums up the geographical distribution law of the current geography textbook "compulsory course 1" in senior high school geography textbook.It absorbs the research methods and achievements of many scholars at home and abroad.In the course of the research,the teaching methods and intuitive teaching methods of geography teachers in the classroom are recorded,and the enthusiasm of students in classroom teaching is observed,as well as the degree of students’ mastery of the law of geographical distribution.To investigate the students’ tendency to use visual means to fully understand the geographical distribution of the law of learning.Through classroom observation and questionnaire survey,we find that there are some problems in the teaching of geographical distribution laws: When knowledge is abstracted,cognitive beginnings are prone to misinterpretation;Single learning activities lead to low level of students’ participation in class;The application and transfer of knowledge is difficult and the learning effect is limited.Aiming at the problems existing in the teaching of geographical distribution laws,this paper puts forward the strategy of direct teaching of geographical distribution laws from the three processes of acquiring,transforming and evaluating students’ knowledge,corresponding to the introduction,explanation and evaluation of geography classroom teaching.The strategies of acquiring knowledge of geographical distribution laws are as follows:language intuitionism enriches students’ imagination to geographical distribution laws,demonstration intuitionism stimulates students’ curiosity and practice intuitionism constructs the study situation of geographical distribution laws.The intuitionistic strategies in the process of knowledge transformation of geographical distribution laws are as follows: language intuitionism improves students’ geographical thinking ability,demonstration intuitionism strengthens the space-time distribution characteristics of geographical things and phenomena,and practice intuitionism enriches students’ real situational experience.The intuitive strategies of knowledge learning evaluation of geographical distribution laws are as follows: language intuitionistic displays students’ thinking ability and speech expression ability,demonstration intuitionistic embodies student’s knowledge system construction and new cognition,the practice intuitionism inspects students’ practical capacity and the innovation ability.The last part is the conclusion of the paper.The article is innovative in three aspects:First,it absorbs the achievements of the development of intuitionistic teaching means in recent years in the field of systematic classification of geographical visual teaching means;The second is to make an objective evaluation of the wide use of the current multimedia courseware in classroom teaching,realize the existing problems and put forward the improvement measures;The third is to make a systematic arrangement of the geographical distribution law in the geography textbook of senior high school "compulsory course 1",and put forward the intuitive teaching strategy.The following research will expand the scope of investigation and study the strategies of implementing intuitive teaching in geography teaching in middle school. |
