Reaearch On The Present Situation And Countermeasures Of Textbook Illustration In High School Geography Teaching

High School Geography Curriculum Standard(2017 edition)points out: “The overall goal of the high school geography curriculum is to implement the fundamental tasks of Liede people from the perspective of geography education through the cultivation of core literacy of geography”.The new curriculum standard requires high school students to understand geographical things and geographical phenomena with comprehensive thinking,and to have a strong ability to analyze the interactions between geographical elements.The cultivation of comprehensive thinking requires students to have certain logical thinking ability and spatial imagination ability.The most important training method for logical thinking and spatial imagination in high school is to cultivate students’ ability of reading and analyzing images.Therefore,teachers are required to make full use of effective teaching resources in teaching activities.As an important part of geography teaching materials,illustration plays a vital role in the teaching and application of geographic knowledge,and it is an important curriculum resource for cultivating high school students’ comprehensive thinking.At the same time,teachers can correctly use the illustrations in the teaching materials in the teaching process,which not only can improve the classroom efficiency,but also promote the development of students’ comprehensive thinking ability.As a result,it is conductive to improving the core literacy of students’ geography.However,the study finds that there are still some problems in the application of textbook illustrations in high school geography teaching.Based on this,the thesis takes the illustrations of high school geography textbooks as the research object,and studies the use status and application strategies of the textbook illustrations from the respective of teachers and students,which provides theoretical significance and teaching reference for the correct use of geography textbook illustrations.Based on the theory of dual coding,multiple intelligence theory and visual bias theory,related concepts are defined on the basis of reading a large amount of literature materials in this thesis.The questionnaire survey is conducted from the aspects of teacher questionnaire and the student questionnaire.Combined with the literature analysis method,the questionnaire survey method,the statistical analysis method and the experimental method,the author investigates the use of the textbook illustrations by the current high school teachers and students in the classroom in order to provide a reference for the first-line geography teachers in the future teaching.The statistical analysis of the high school geography teacher questionnaire shows that high school geography teachers can recognize that the illustrations in the geography teaching materials are conducive to cultivating students’ reading analysis ability,logical thinking ability and spatial imagination ability,but some problems still exist in the process of implementation and application.For one thing,the students knowledge background and the pressure of entrance examination are the most important factors affecting teachers’ use of illustrations in the classroom.For another thing,there are certain differences between teachers in the application and use of illustrations.To be precise,some teachers only pay attention to the explanation of the illustration itself and neglect the application of knowledge migration,and can not dig deep into the textbook.What’ more,most geography teachers tend to ignore the non-textual illustrations in the geography textbooks and fail to notice the expansion of knowledge.The statistical analysis of the questionnaires of high school students shows that most of the students are very interested in the illustrations in the textbooks.Most students can realize that the study of the illustrations of the textbooks is very helpful for reading the pictures.In the actual geography learning,the emphasis on the illustrations in the textbook is not enough.The most important reason for influencing the students to use the illustrations is that the students’ reading ability is low and their practical ability is weak.Besides,most students use the illustrations directly by means of listening to the teachers’ explain.According to the problems existing in the use of geography textbooks by teachers and students,the following research strategies are proposed: 1.Teachers should improve their geography professionalism,use textbook illustrations,enhance the interest of geography classrooms,and change the teaching methods and methods.2.According to the new curriculum standard,teachers should clarify the role of the textbook illustrations,and choose the best use of the textbook illustrations.3.It is teachers’ duty to stimulate students’ interest in learning and cultivate their ability to read pictures,judge pictures,and analyze pictures.4.It is important for teachers to combine students’ characteristics,summarize illustration teaching methods and improve classroom efficiency.5.It is necessary to integrate optimization,develop curriculum resources through multiple channels,and make illustration courses resourced.Based on the analysis and research,the author applies the proposed application strategy to the actual teaching practice.After one semester of teaching practice,it can be clearly seen that the students in the experimental class have slightly higher geographic and reading analysis skills than the control class through the analysis of the final grades of the experimental and control classes and the results of the reading test questions in the final exam paper.At the same time,the students in the experimental class have significantly improved their interest and enthusiasm in learning geographical illustrations,their logical thinking,spatial imagination as well as reading analysis skills.The innovation of this thesis lies in the investigation from the perspective of high school geography teachers and students.The author applies the teaching strategy to daily teaching practice,analyzes the practical results and reflects.However,due to the influence of various factors such as personal time,knowledge level and the number of schools surveyed,this study still has a lot of room for improvement in the future teaching practice.