Research On Mining Tacit Knowledge Of Illustrations In High School Geography Textbook

The illustrations of textbook are the main materials for students to acquire systematic knowledge,it's also a “second language” of geography.There are a lot of geographical knowledge in the illustrations of geography textbooks,Teachers should attach importance to the use of illustrations in textbooks and make full use of their value.However,most teachers do not make enough use of illustrations in textbooks at present.Therefore,it is very necessary to explore how to excavate the large amount of tacit knowledge contained in textbook illustrations.This article takes the compulsory 1 HEP edition as an example,on the basis of using the method of literature research on illustrations and tacit knowledge research,By using the method of questionnaire survey,this paper investigates and analyzes the situation of teachers' tacit knowledge mining of illustrations in the daily teaching of some high schools in Changsha,this paper summarizes the problems of teachers and students in mining the tacit knowledge of illustrations,and on this basis,puts forward the corresponding countermeasures for mining the tacit knowledge of illustrations in teaching materials.The main research conclusion are as follows:(1)Different types of illustrations have different tacit knowledge distribution.The tacit knowledge in landscape map is mainly distributed in the causes of landscape,the functions of landscape and the differences between landscape and common sense;Schematic diagram can be divided into two categories: the tacit knowledge of principle schematic diagram is mainly distributed in the causes and consequences of geographical phenomena,and the tacit knowledge of process schematic diagram is mainly distributed in the evolution results of things and the influence of each step of things;The tacit knowledge of statistical graph is mostly distributed in the data details and the relationship between different data;The tacit knowledge in maps is mainly distributed in the distribution of things,the annotation of maps and the comparison of details.(2)At present,there are some problems in the tacit knowledge mining of illustrations in geography textbooks for senior high school students:The attention of tacit knowledge in illustration is not enough,the ability of extracting tacit knowledge from illustrations is weak,students didn't develop a good habit of reading pictures;The difficulties for teachers to dig the hidden knowledge in illustrations are follows:The attention of tacit knowledge in illustration is not enough,the way of explaining tacit knowledge needs to be improved,the ability to use illustrations needs to be improved.(3)Different types of illustrations have different knowledge,and the corresponding mining principles should be followed and corresponding countermeasures should be taken.We need to follow the principles of effectiveness,inspiration and connection when we mining the tacit knowledge.The Countermeasures of mining tacit knowledge in illustrations are follows: Firstly,we should take different methods to mining the tacit knowledge of illustrations according to the different characteristics of illustrations,?Both students and teachers should pay more attention to the tacit knowledge of illustrations?Enhancing the training of students' ability of mining the tacit knowledge of illustrations ? Improving the professional level of teachers in the use of illustrations.