Research On Image Teaching Behavior Of Geography Teachers From The Perspective Of Visual Literacy

With a variety of visual information such as pictures and advertisements all over the streets,the 21st century has become a well-deserved era of reading pictures.In 2003,the United States published "The 21st Century Capability for Learners in the 21st Century:Basic Accomplishment in the Digital Age",which clearly equates visual literacy with technical literacy and information literacy as one of the basic qualities of students in the era of reading pictures.The carrier of visual literacy is a visual material.For geography,the visual literacy of students can be cultivated through the most important visual material of geography,image.In the image teaching,geography teachers can help students fully exploit the hidden geographic knowledge behind the visual elements by designing images that conform to the students' visual laws.In the process of image teaching,students can consciously cultivate students' image reading ability and methods to help students learn to use them.The image clarifies your own views and opinions.By consciously cultivating visual literacy,it can not only solve students' reading problems,but also guide students to read geographical images with purpose and plan,and lay a solid foundation for cultivating geographical core literacy.It can also help students cope with the impact of a large amount of visual information in the era of reading pictures.Therefore,the combination of visual literacy and geographic image research has important value.This study first established the theoretical basis of this research through literature research methods and expert consultation methods.On this basis,the observation scale of this study was initially established,and the final observation scale was established through expert consultation.Using this scale,the selected samples were observed and evaluated,and the image teaching behavior of geography teachers was analyzed in depth based on the evaluation results.From the perspective of visual literacy,the geography teachers still have some problems and deficiencies in the image teaching process,and put forward corresponding improvement suggestions and improve the samples.This study mainly consists of six parts:The first chapter is the introduction.This chapter mainly adopts the literature review method,and discusses the research background,research significance,and research status at home and abroad(from visual literacy,visual literacy education,geographic image teaching behavior and geographic image and visual literacy combination),and then determined this Research ideas for research.The second chapter is related concepts and theoretical foundations.This chapter mainly defines the related concepts of visual literacy,geographic image and visual literacy teaching of geography teachers,and discusses the relationship between visual literacy and geographic image teaching in detail,and finds the relationship between visual literacy and geographic image teaching behavior..This relationship is the most realistic and direct basis for the production of the following scales.Finally,combined with the research content,research methods and core concepts,this paper finds a suitable theoretical basis for this research.The third chapter is the construction of the evaluation scale.Through the combing of design principles,theoretical basis and realistic basis,the preliminary scale evaluation indicators are selected,and the scale is described horizontally in combination with the solo theory,which makes the evaluation of the scale more detailed and specific.Through the expert consultation method,the preliminary construction of the indicators was expertly consulted,and the experts' opinions were revised to make a scientific and reasonable evaluation tool for this research.The fourth chapter is to determine the evaluation sample and conduct classroom observation.Based on the records of classroom observation,the evaluation results are qualitatively and quantitatively analyzed.Through the summary and combing of the data,the practical problems of the image teaching of geography teachers from the perspective of visual literacy are found.It mainly includes four aspects:first,lack of attention to visual literacy itself,and experience penetration;second,image design is based on integrating existing resources,self-development and creative consciousness is weak;third,in image The teaching value of visual elements was not deepened when presented;fourth,the cultivation of visual ability,visual methods and values was despised.The fifth chapter is to propose suggestions for improvement in the problems found in classroom observation.It mainly includes four suggestions:firstly,it needs to update the image teaching concept and pay attention to the guiding role of visual literacy;secondly,it is necessary to develop and create exploratory image resources;thirdly,to refine the visual elements and dig deeper behind the visual elements.Fourth,ensure the quality of visual literacy training and improve the level of image teaching.Based on the proposed recommendations,the improved design of the samples with large problems is carried out.The sixth chapter is the main conclusions,shortcomings and prospects of this study.