Study On Attribution Analysis And Teaching Strategy Of Wrong Reading Of Contour Map For Junior High School Students

With deepening of new curriculum reform and development of quality education,junior middle school geography teaching based on administered characteristics,actively committed to cultivating students' observation analysis ability,logical reasoning ability and space thinking ability,solid and effective to help students improve skills and master the effective way to learn geography,so as to continuously promote the cognitive development of junior middle school students.With the increasing proportion of elective geography in Shanghai grade examination,the status of geography discipline is also gradually improved,which puts forward certain requirements for junior middle school geography class,professional accomplishment of geography teachers and geography accomplishment of students.Map is called "the second language" of geography.It is not only the carrier of geographical knowledge,but also an indispensable tool in geography teaching.Isoline map,as a part of map,is not only the focus of map teaching,but also the difficulty in junior high school geography isoline teaching.At present,the domestic scholars attach great importance to the research of high school geography map,the teaching method of topographic map,the drawing of isobars and the evaluation of map learning,etc.,which have made some research achievements,and laid a foundation for the further study of high school students' topographic map.Junior high school geography also belongs to the scope of middle school geography.Isoline map,as an important basic skill,should be paid attention to in junior high school teaching,so as to lay a foundation for students to learn high school geography,accurately read maps and extract key information.But the current domestic and foreign research in this area is mainly aimed at the high school group,and the research in the junior high school stage is less.In order to better analyze the reading errors of isoline map of junior high school students,the author carried out research through literature analysis,classroom observation,interview,testing,and combined with the students' homework,examination,classroom performance analysis.First of all,based on the definition of isoline map and the curriculum requirements of junior high school geography isoline map,the author analyzes the wrong performance of junior high school students' isoline map reading through the test paper,which mainly includes: unable to accurately read the value of isoline map;unable to deeply understand and read the correct value;unable to correctly estimate the relative height;unable to dense according to the contour line The terrain is steep and gentle according to the degree;the spatial distribution law of precipitation cannot be concluded accurately;the key information of test questions cannot be extracted comprehensively.Then,according to the relevant educational theoretical basis and the current psychological and cognitive characteristics of junior high school students,the author analyzes the attribution of students' errors in isoline reading,mainly from students' factors and teachers' factors,mainly including: in order to establish the interest in isoline reading,not develop the habit of careful reading isoline,not form a systematic problem-solving method,not form Some logical reasoning ability,not good spatial thinking ability,gender difference reason analysis,teachers' professional quality is not high,teachers' strength is insufficient.To improve the ability of junior high school students to read isoline map is not a one-off task.The attribution analysis of students' reading errors is aimed at.Finally,the corresponding teaching strategies are put forward,which mainly include: cultivating students' interest in reading equivalence line chart;paying attention to the teaching of basic knowledge;strengthening the cultivation of students' logical reasoning ability;using modern technology to cultivate students' spatial thinking ability.In order to be able to better teachers in junior high school geography teaching isoline map teaching reference and enlightenment.