Research On The Cultivation Of Geospatial Positioning Ability Of Senior High School Students

It is the basic task of strengthening moral education and civicing people and the focus on the cultivation of students' abalities in Senior Geography Curriculum Standards that requires to attach importance to the development of students' s geography ability in high school geography education.Geography has the characteristics of regionalism,and the primary goal of geographic ability traning is to cultivate geospatial positioning ability.Researching on the cultivation of geospatial positioning ability is conducive to implement the cultivateiion of students' s geographical scientific literacy and able to further promote the development of other geographic abilities.In the actual teaching,however,teachers tend to neglect the improvement of students' geospatial positioning ability.Therefore,based on the research status and the achievement both domestic and abroad,this thesis takes the geospatial positioning ability training of high school students as oue research object,trying to put forward the rmeasures for cultivating the geospatial positioning ability of high school students,so that provide references for geography educators as expected.First of all,this paper defines the three elements of geospatial positioning abality,they are spatial perception ability of geographic location,analysis and brief evaluation abality of geographic location,communication and expression abality of geographical position relationships respectively.And then,some students in Lanzhou S Middle School were tested through the compilation of the high school students geospatial positioning ability test paper,and by applying Excel and SPSS,the geospatial positioning ability and the status of each sub--ability of high school students in S middle school were analyzed.The paper concluded on the following results:(1)From the perspective of the overall level of geospatial positioning ability,it is found that the level of geospatial positioning ability of S middle school high school students is low;(2)From the perspective of sub-ability,we found that students at S middle school are relatively good at analyzing and briefly evaluating geographical location,next is followed by spatial perception of geographical location,and poor in expression and communication of geographical location relations.Through the analysis of typical wrong questions,it is found that the reasons caused such current ability status and the errors are mainly on those aspects such as,students' lack of geographic spatial positioning knowledge,students' insufficient ability to use geographic images,students' improper geographic spatial positioning methods and teachers' traditional teachingconcepts.The factors affecting the development of geospatial positioning ability of high school studebts include two aspects--students and teacher.Consequently,teachers should promote the improvement of students' geospatial positioning ability through a variety of methods and approaches.And students should also positively cooperate with teachers to improve their own knowledge system.According to the existing problems in the current capablity status and combined with the relevant research results,this paper proposes the following methods for cultivating the geospatial positioning ability of high school students :(1)Reserve geospatial positioning knowledge and basic knowledge of high school geography,consolidate the basic knowledge of geography in junior high school and reserve;(2)improve students' ability of using geographic images--to read geographic images,obtain geographic information;Drawing geographic images,structure psychological maps;analyzing geographical images,evaluaing geographic informations;Using geographic images to solve geographic problems;(3)Conclude geospatial localization methods--geographic location methods;geographic feature localization methods;geographical principle localization methods;geographic integrated localization methods;(4)Change the concept of teaching-emphasis on combination of theory and practice;well-designed on lead-in part;change classroom teaching model;applying intuitive teaching media;carry out geographical practice activities.