| Since the promulgation of the ‘Curriculum Standard of General High School Geography(2017 Edition)',the cultivation of geographic core literacy,including regional cognition,has become the central task of high school geography teaching.However,there are some problems in the teaching of regional cognition.For example,the real-time use of maps for teaching needs to be improved and three-dimensional dynamic maps are not still used.The new curriculum standard advocates the use of modern information technology for innovating teaching methods.3D GIS has developed rapidly and achieved a series of achievements.It can vividly display areas in a 3D manner and has great potential in regional cognition training.The use of 3D GIS for the training of regional cognition not only meets the requirements of the new curriculum standards,but also meets the needs of regional cognition teaching.This paper mainly adopts research methods,such as literature analysis,textbook analysis,construction of modes,and comparative experiment.This research was conducted under the guidance of constructivism,cognitivism,and intuitive teaching principles.Achievements made are listed below.(1)The current status of regional cognition research and its combination with 3D GIS are summarized.Through literature analysis,it is concluded that the cultivation of regional cognition is the focus of current research,and that the research on the combination of regional cognition training with 3D GIS is comparatively less.Through the collation and analysis of 60 sample data on the platform of ‘one teacher,one excellent lesson;one lesson,one excellent teacher',the problems in China's regional cognition training are further summarized,including the lack of diversity in map perspectives and scales,the lack of map flexibility,three-dimensionality and map timeliness,and inadequate combination with geographic information system.(2)Literacy relating to regional cognition is divided into five core capabilities: the ability of regional positioning,the ability of summarizing regional characteristics,the ability of analyzing and evaluating regional development status,the ability of analyzing interregional comparison,and the ability of predicting regional evolutionary development.These five capabilities are respectively mapped with 3D GIS,and textbook analysis of regional cognition is carried out.(3)Teaching modes for regional cognition were constructed based on 3D GIS,which are a teaching mode of regional positioning ability based on 3D GIS,a teaching mode of summarizing ability of regional characteristics,a teaching mode of regional analysis and evaluation ability,a teaching mode of regional comparative analysis ability,and a teaching mode of regional evolutionary development predicting ability.The method of 3D GIS processing is proposed,and the platform of 3D GIS regional cognition is developed.Specific application paths are designed,and curriculum standards are interpreted;the requirements of geography curriculum standards are clarified,and the teaching materials are analyzed;the teaching mode of 3D GIS is determined;literacy is focused on,and the joining point with 3D GIS is located;3D GIS is used to produce teaching materials based on collected information;teaching is implemented.Meanwhile,3D GIS is applied into geography teaching;the specific application of 3D GIS is improved when reflecting on teaching.(4)In this paper,teaching cases are designed,and comparative experiments are conducted.For example,the high school geography compulsory course,which is the prevention of desertification-taking Northwest China as an example published by the People's Education Press,designed some teaching cases and carried out an empirical analysis to these cases.The results show that the level of regional positioning ability,regional feature generalization ability and regional analysis and evaluation ability of the experimental class are higher than those of the control class,and the 3D GIS regional cognition teaching model can promote the cultivation of regional recognition. |
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