The Research Hotspot And Frontier Of Information Technology-assisted Geography Teaching In Middle Schools At Home And Abroad And Its Enlightenment

The rapid development of today’s education informatization has profoundly affected people’s lifestyles,and has also changed the way middle school students learn geography and the way knowledge is presented.The application of information technology to assist middle school geography teaching is not only the need for the development of geography,but also the needs of students’ own development.At present,from the perspective of scientometrics and information visualization,the research results of China’s information technology-assisted middle school geography teaching research are slightly insufficient,and the comparative analysis between China and foreign countries lacks quantitative analysis of its research hotspots and frontiers.Therefore,this research takes the relevant literatures from 2000 to 2019 included in the WOS and CNKI databases as research objects,and uses research methods such as word frequency analysis,annual analysis,cluster analysis,comparative analysis,and information visualization to draw domestic and foreign information with the help of CiteSpace Technology-assisted geography teaching research hotspots and cutting-edge related knowledge maps,and visual analysis.The research results help to promote the integration of China’s geography education to the forefront of international research and deepen the practice of information technology to assist middle school geography teaching in China.The main findings are as follows:(1)From 2000 to 2019,the similarities between the hotspot areas of information technology-assisted middle school geography teaching research at home and abroad are mainly reflected in the research focus on the development and application of information technology,teaching models,curriculum integration,and teacher professional development.The differences between the two are: a)overseas information technology-assisted middle school geography teaching research focuses on field trips and the cultivation of student literacy,while China’s research in this area is still in its initial development stage;b)abroad focuses on empirical research and strategic research,Most of China’s preferences are summarized by experience,and research on empirical evidence and strategies is relatively lacking.c)Research hotspots of information technology-assisted middle school geography teaching in China also present their own characteristics.(2)From 2000 to 2019,the same points of the cutting-edge themes of information technology-assisted middle school geography teaching research at home and abroad are:a)they are paying more attention to cutting-edge research topics such as the application of information technology-assisted geography teaching and the innovation of teaching models,and are constantly increasing.The trend has shown the direction from technical support to smart education.b)Early research on geography courses was more concerned,but has shown a downward trend in recent years;the differences between the two are: a)the frontier topics of research are different,the research on technology support abroad tends to use technology to build learning environments and related The development of teaching models,while paying more attention to the evaluation of information technology to assist geography teaching and teaching model application,while China is biased towards the application of technology in geography classroom teaching and the improvement of existing teaching models(such as flipping classrooms,micro-classes,etc.),Innovation and re-application;foreign studies on geography curriculum are biased towards curriculum development and practice,while China is more biased towards reform.b)The research focus of different types of cutting-edge topics is different.Domestic research on cutting-edge research topics such as technical support,teaching models,and applications shows an increasing trend.On this basis,foreign countries pay more attention to the learning environment under technical support.Construct.c)In terms of research theme evolution,there is still a certain gap between China’s information technology-assisted middle school geography teaching and foreign countries.(3)The enlightenment of foreign information technology-assisted secondary school geography teaching research to China:(1)a)grasp the domestic hot areas,pay attention to the depth of research;b)tracking international frontier hot spots and realizing localization development;c)adhere to the characteristics of their own research and improve the awareness of innovation;d)attach importance to empirical and strategic studies and promote the shift of research paradigm;(2)the middle school geography teaching enlightenment;a)using various information technologies to promote the cultivation of students’ literacy;b)carry out information technology training and strengthen the awareness of information-based teaching;c)improve classroom teaching equipment and build an information-based teaching environment;d)select the best teaching method and integrate teaching and information technology in depth.