Comparative And Applied Research On High School Geography Textbook Image System From The Perspective Of Comprehensive Thinking

At present,most regions have begun to use the 2019 high school geography textbook.Research on the new version of the textbook will help front-line teachers make better use of the textbook for teaching.Image system is one of the three systems of geography textbook,and it is also a major feature of geography textbook,which plays a vital role in classroom teaching.Geographic images in textbooks can carry a wealth of information,can present the composition,connection,dynamic development process and local characteristics of geographical things,and are closely related to the cultivation of comprehensive thinking.Taking the People's Education Edition and the Hunan Education Edition Geography 1 textbook image system as the research object,through the literature research method,the concept and classification of the textbook image system and the connotation of geographic comprehensive thinking are clarified.Guided by system science theory,symbol interaction theory and constructivist learning theory,a theoretical relationship model for research has been established.On the basis of combing the relationship between comprehensive thinking and the characteristics of textbook image system,a textbook image system analysis framework under the perspective of comprehensive thinking is constructed.Using comparative research method,case analysis method and inductive summary method,starting from the three dimensions of comprehensive thinking-element synthesis,time and space synthesis,and local synthesis,according to the constructed analysis framework,the image of the Geography 1 textbook of the People's Education Edition and the Hunan Education Edition The system has been compared and analyzed,and the similarities and differences in the presentation of comprehensive thinking between the People's Education Edition and the Hunan Education Edition's Geography 1 textbook image system are obtained.Finally,based on the cultivation of comprehensive thinking,combined with examples,suggestions on the optimization and application of textbook image system are proposed,and a teaching case of textbook image system application under the perspective of comprehensive thinking is designed.Through comparative research,it is found that:(1)In terms of images that reflect the "integration of elements",both the PEP and Hunan Education textbooks are mainly schematic diagrams and statistical diagrams,and the images both focus on reflecting the element connections.However,the image system of the two editions of textbooks reflects the intuitiveness of element connection and the level of element integration.(2)In terms of images that embody "time-space integration",both the People's Education Edition and the Hunan Education Edition textbooks are mainly based on schematic diagrams,landscape maps and video maps,and both focus on comparing and combining images to show the changing and development process of things.However,in the images of the two versions of textbooks that reflect the "temporal and spatial integration",the level of spatial and temporal integration of the image content and the choice of the temporal and spatial scale of the image content are different.(3)In terms of images that embody the “local synthesis”,both the People's Education and Hunan Education textbooks mainly focus on landscape images,and there are few other types of images.The image content does not clearly reflect the relationship between man and land.Type image combination to analyze local characteristics.The difference is that the image is different in guiding the spatial positioning ability.Based on the results of comparative research and the cultivation of comprehensive thinking,the following suggestions are put forward:(1)Suggestions for the optimization of textbook image system: flexibly grasp the temporal and spatial scale of images,visually display things and evolution processes;appropriately increase local thematic maps,To help analyze the comprehensive characteristics of the place;pay attention to the beautiful design of the image content,and assist in cultivating students' comprehensive thinking.(2)The application principle of the textbook image system: integrate other textbook images to enrich one's own image resources;understand the characteristics of image types,master image analysis methods;interpret the connotation of geographic images,and explore the dimensions of comprehensive thinking.(3)Suggestions for the application of the textbook image system: Combine knowledge with schematic diagrams to strengthen the connection of geographic elements;guide the superposition analysis of elements to improve the ability of element synthesis;focus on the contrast and presentation of images to reflect the evolution of geographic things;make good use of the creation of landscape maps Circumstances deepen the understanding of the relationship between man and land.Finally,the section of "Plants" of the New People's Education Edition is selected to design a teaching case,which provides a reference for frontline teachers to use the textbook image system to cultivate students' comprehensive thinking.