Research On The Image Teaching Diagnosis Of High School Geography Teachers From The Perspective Of Geospatial Literacy

With the advancement of the new curriculum reform,Core literacy research has been implemented into geography and become a research hotspot,It marks that our country has officially changed from "exam-oriented education" to "literacy education".Geospatial literacy is an important component of geographic literacy and an important foundation of geographic core literacy,The concise,intuitive and dynamic features of geographic images are of great significance to the cultivation of geospatial literacy,It is also an important driving force to promote the cultivation of students'core geographic literacy.At the same time,geographic image has a long history,which coincides with the teaching concept of geospatial literacy,It is an important carrier and teaching method of innovative cultivation of geospatial literacy.However,in the actual teaching process,the image teaching from the perspective of geospatial literacy has not attracted enough attention of teachers.To some extent,the image teaching level of teachers affects the development of students'geospatial literacy.(1)According to bloom's "classification of educational goals"and TIMSS'classification of "cognitive dimensions",geospatial literacy is divided into five elements.In other words,spatial perception,element connection,spatial-temporal synthesis,spatial thinking and spatial concept are five elements,which are divided into three levels.(2)according to the theoretical basis,the diagnostic principles of the scale are determined to be holistic,hierarchical,geographical and operational.Under the guidance of the principles,the "diagnostic system of high school geography teachers'image teaching from the perspective of geospatial literacy"is constructed according to the three-level indicators of geospatial literacy and the teaching process of geographic images.(3)The dominant factors were f'ound by observing and diagnosing 12 lessons randomly selected from the website of one excellent course in a teacher's college and in the process of teaching practice in Shaanxi Normal University in 2018.The recessive factors were found by questionnaires of 84 geography teachers from all over the country.The diagnosis results were analyzed by combining the dominant factors with the recessive factors:?The main problems in the image teaching process are as follows:insufficient understanding in the preparatory stage,poor practice,lack of penetration of geospatial literacy in the teaching stage,mainly teacher evaluation in the evaluation stage,and lack of multiple evaluation;?Spatial Perception Neglects Image Presentation Order and Concept Teaching;?The Lack of Connection of Elements and the Deep Exploration of Humanistic Elements;?Deep Analysis of Lack of Space-Time Combination in Space-Time Synthesis;?Spatial thinking lacks the guidance of space application;?Spatial concept neglects the application of spatial migration and other issues.(4)Based on the problems found in the diagnosis,the teaching strategies of two paths and the selection of the lowest scoring examples are put forward to analyze and improve the teaching design:? overall architecture strategy;?The graph has the order,establishes the concept;?Map reading is related to spatial synthesis;?Analysis of the depth of the principle of deepening;?here are ways to use graphs,spatial applications;?Human and earth as the main line,space interpretation.