Analysis Of Map Teaching Behavior Of Geography Teachers In Senior High School Based On Spatial Ability Training

Map teaching ability is an indispensable professional ability for geography teachers.It determines the quality of geography classroom teaching to a certain extent.The content taught in map teaching is closely related to geographic space.It transforms actual geographic space into spatial symbols and helps Students acquire geospatial knowledge,and students cannot do without the support of geospatial ability in the process of acquiring geospatial knowledge.Geospatial competence refers to the ability of students to perceive,analyze,and imagine geographic space.It is an important component of geographic subject competence,and its formation cannot be achieved without the assistance of geographic space.Map teaching is closely related to the training of geospatial capabilities,but from the existing research results,there are few studies on the combination of the two,and the research results mostly focus on the methods and strategies of geospatial capabilities training,and the behavior of map use There is less research.This article takes teacher’s map teaching behavior as the end point,explores the strategy of cultivating students’ spatial ability,and provides direction for the improvement of teacher’s map teaching behavior.It has certain theoretical and practical value.The research of this paper is divided into four stages in total,the first stage is mainly for theoretical consolidation,firstly,the literature research method is used to sort out the relevant literature,summarize the previous research results,and put forward the ideas and directions of the paper.After that,the key words of the research content are refined,and the key words are defined by reading the relevant literature to deeply interpret the key words,sorting out the previous research conclusions,and combining with the needs of our own research.Finally,on the basis of reading a large amount of literature,the theoretical basis of this paper’s research is clarified.In the second stage of preparation for practice,based on the principles of scientific,holistic,operational and geographic,the scale was constructed based on the behavioral science theory,SOLO classification evaluation theory,dual coding theory and constructivism theory,and the content requirements of the curriculum standards and the classroom recordings were used as the realistic basis to construct the"Observation Scale of Map Teaching Behavior of High School Geography Teachers from the Perspective of Spatial Ability Cultivation"."The reliability of the scale was tested by using Cronbach’s alpha coefficient and Delphi method.The third stage is the practical analysis,using the identified classroom observation scale to observe and analyze the geography classroom,using a combination of quantitative and qualitative methods to summarize the strengths and weaknesses of teachers’ map teaching behaviors in the process of cultivating students’ geospatial ability,the strengths are mainly manifested in:first,the map content is focused,which facilitates students’ spatial perception;second,the spatial relationships are clearly expressed,which provides a basis for spatial imagination Second,the spatial relationships are clearly expressed,which provides a basis for spatial imagination;third,the inter-regional connections are presented in various ways to improve students’migration ability;fourth,the questions are interlocked to guide students to think deeply.The main shortcomings are:first,the map is selected in a single way,and the production lacks awareness of secondary development;second,the map is presented in a single way,and the inspiration is weak;third,the course content lacks spatial ideas,and the cultivation of spatial perception is lacking;fourth,the teacher’s questions lack spatial thinking awareness,which is not conducive to the development of students’spatial thinking;fifth,the classroom content design of spatial transformation is lacking,which is not conducive to the cultivation of students’ spatial Sixth,the use of information technology is blindly pursued,ignoring the level of students’ spatial perception ability.And according to the problems concluded,the corresponding improvement strategies are proposed:first,to determine the required spatial elements and transform or create maps;second,to present various map contents and pay attention to the spatial-temporal changes of geography;third,to integrate the logical structure of teaching contents and sort out the map relationships in teaching;fourth,to explore the spatiality of the curriculum and pay attention to the spatial perception cultivation of students;fifth,to clarify the problem orientation and build a questioning system around the map Sixth,design spatial transformation to improve students’participation in class;Seventh,understand the level of students’ spatial perception ability and reasonably use map technology.The fourth stage is the practical reflection,which summarizes the shortcomings of this study and presents the future prospect.There are four main shortcomings:first,the scientific aspect of the evaluation scale needs further improvement;second,the number of evaluation samples needs further expansion;third,the types of evaluators should be diversified;fourth,the research results need to be tested in practice.The future research directions of the thesis can be further developed in the following three aspects:first,the design of extracurricular practice activities based on students’ spatial ability cultivation;second,the study of students’ practice behaviors from the perspective of spatial ability cultivation;third,the study of teachers’ practice activities from the perspective of spatial ability cultivation.