Geography Teaching And Practice Research Based On Senior School Students' Geospatial Thinking Ability

The ability of spatial thinking is the basic ability of human beings and an indispensable part of intelligence.Space is abstract and concrete in the process of geographical application,which is one of the main obstacles for students to learn geography.As an intelligence factor,geospatial thinking ability not only directly affects the academic performance,but also has a significant impact on the future career development of students.Spatial thinking as intelligence can be measured and developed,so it is necessary to use education to improve students' thinking ability.Although the ability of spatial thinking in middle school is embodied in mathematics,art,chemistry and many other disciplines,the macro and dynamic characteristics of geospatial thinking are not possessed by other disciplines.The author found a problem by consulting a large number of geospatial thinking related materials,that is,there are only two kinds of articles on the study of middle school students' spatial thinking ability,one is the training strategies directly given in the literature,most of which are just general,and do not know the teaching effect of the suggestions given,and do not know which aspect of spatial thinking ability various suggestions are aimed at improving middle school students;The second is to test and count the differences of students' geospatial thinking,such as urban-rural differences,gender differences,etc.If we generally follow the suggestions in the literature to teach,teachers will have no choice among many suggestions,and it's easy to get twice the result and half the effort.Although the other kind of research can directly reflect the differences of geographical thinking of different ages and genders,it is lack of guidance for teaching and improving students' thinking ability,but has greater significance in statistical data.Based on the above problems,the author selects the appropriate teaching strategies according to the teaching expe rience and the method of literature search.Taking classes 14 and 15 of Panshi No.1 Middle School in Jilin Province as the research objects,the two classes are divided into two groups by using the comparative research method.l Class 14 of the same spatial knowledge points adopts the traditional teaching method,and class 15 adopts the corresponding teaching strategies of spatia thinking.By comparing the test results of the two classes,we can verify whether the new teaching strategy is effective in cultivating spatial thinking.If the test results of the 15 classes using the new teaching method are better,the author will use the new teaching method to teach and test the 14 classes again,and compare the changes before and after the results of the 14 classes to test the effectiveness of the strategy.The long-term comparison tests the difference of spatial thinking ability of students in four classes to test the ultimate effectiveness of teaching strategies.This paper consists of the following parts:The first part: describes the background and significance of this paper.This paper summarizes the research literature of geospatial thinking at home and abroad.And to define the concept of space,geospatial,geospatial thinking.The theories of multiple intelligence,information processing and constructivism are chosen as the theoretical basis.According to the above content,the idea of this study is determined.The second part: according to the actual teaching knowledge points,adopt different teaching methods,such as multimedia,geography teaching aids,orienteering,etc.,through testing and comparing the students' achievements,respectively,to verify whether the students' geospatial thinking ability has to be improved.It is found that multimedia technology,AR,teaching aids,body language and orienteering play an obvious role in helping students to build geospatial thinking,while video games play no significant role.The third part: summarize the teaching methods,and draw the following main conclusions.(1)Most of the strategies are effective for students' thinking growth,but different teaching strategies have different effects on improving students' geospatial thinking ability.When teachers prepare for different teaching knowledge points,they will choose targeted teaching strategies to adapt to the teaching content,which will improve students' thinking ability more effectively.(2)No matter what kind of form the teacher takes in the course of teaching,the simple display is not significant for the students' help.Only the measures to mobilize the students' thinking to explore are effective teaching methods for improving the students' geospatial thinking.(3)The difference between the students with weak thinking ability and the excellent students in geography becomes smaller after the participatory teaching,so the design of exploratory teaching activities in the classroom helps the students with weak thinking ability in geography more.Teachers should design specific teaching links and activities according to students' learning situation.