Experimental Research On GIS Promoting The Training Of High School Students' Geospatial Thinking Ability

The 2017 edition of the General High School Geography Curriculum Standard emphasizes that students should have a space-regional perspective to understand the thinking and abilities of the geographical environment.Having a good spatial thinking ability can help students build a geography mindset.At the same time,the curriculum standards also emphasize the application of information technology.The introduction of information technology into the curriculum of ordinary colleges and universities is an inevitable trend of future students' learning methods.GIS technology has the unique advantages of multi-source spatial information fusion,spatial information multi-dimensional expression and spatial analysis and decision-making,which can promote the development of students' spatial thinking ability.Therefore,it is very important to use GIS-assisted teaching to promote the experimental research on the cultivation of high school students' geospatial thinking ability.After studying the literature of GIS-assisted teaching and the literature on geospatial thinking ability,and investigating the teaching status of high school students' geospatial thinking ability by GIS teachers in middle school geography teachers,it is found that middle school geography teachers use GIS-assisted teaching to train students.The consciousness and action of geospatial thinking ability are not strong,so the classification system of geospatial thinking ability is constructed,and the geospatial thinking ability is divided into geospatial positioning thinking ability,geospatial imagination thinking ability and geospatial analysis thinking ability.According to the unique points of GIS multi-source spatial information fusion,spatial information multi-dimensional expression and spatial analysis decision-making,this paper proposes a training strategy for three different types of geospatial thinking ability,and designs two teaching cases.Taking the geospatial thinking ability test as the research tool,two classes ofShanxi Province were selected as the research object,and the experimental space and the control class were tested before the experiment of geospatial thinking ability.After measuring and determining the level of geospatial thinking ability of the two classes,the experimental class uses GIS learning software for geography classroom teaching,while the control class uses traditional teaching methods for geography classroom teaching.After the experiment,the experimental and post-test students were tested for geospatial thinking ability.By comparing the pre-and post-level differences of the geospatial thinking ability of the experimental and control students,and the analysis of the current status of the GIS-assisted teaching:1.GIS-assisted teaching can promote the cultivation of high school students' geospatial thinking ability.2.GIS-assisted teaching can significantly improve students' geospatial positioning thinking ability and geospatial imagination.3.GIS-assisted teaching is not obvious to improve students' geospatial analysis thinking ability.4.the use of GIS technology for teaching,can enrich the teaching methods of teachers.At the same time,the author also pointed out the impact of the experimental time and limited ability on the research in this study,and put forward the prospect.