Research On The Cultivation Of Senior High School Students' Regional Cognitive Ability Based On Multi-Temporal Remote Sensing Images

In 2017,the “geography curriculum standard for senior high schools”(hereinafter referred to as the new curriculum standard)was newly promulgated.The new curriculum standard advocates teachers to innovate teaching methods to cultivate the core literacy of geography.And make full use of geographic information technology in the classroom to create an intuitive and lively geographic teaching environment.In this context,the author puts forward a teaching method of using multi temporal remote sensing images to cultivate senior high school students' regional cognitive ability.It aims to use the new teaching materials,rich classroom forms and innovative teaching methods of the information age to promote the cultivation of high school students' regional cognitive ability.Multi-temporal remote sensing images have great information expression ability,and can be used as a new type of teaching material in classroom teaching.High school students' regional cognitive ability will be cultivated with the help of its intuitiveness and timeliness is not only in line with the requirements of the new curriculum standards,but also in line with the trend of the times.This paper mainly adopts the research methods of literature research,questionnaire survey,comprehensive analysis and case analysis.Under the guidance of constructivist learning theory,geospatial cognitive theory,intuitive teaching principle and other theories and principles,the following research contents are completed:(1)Through a questionnaire survey,this paper investigates the current situation of cultivating students' regional cognitive ability with multi-temporal remote sensing images.The results show that 90.2% of teachers suffer from the lack of specific methods to cultivate students' regional cognitive ability,92.80% of teachers believe that multi-temporal remote sensing images are of great help to cultivate students' regional cognitive ability,and more than 70% of schools have an information environment,which can support the use of multi-temporal remote sensing images in classroom teaching.The survey results show that the application of multi-temporal remote sensing images in teaching is necessary and feasible.At the same time,the existing problems are sorted out and the corresponding suggestions are put forward.(2)The function of multi-temporal remote sensing image is mapped with the constituent elements of regional cognitive ability.The content of regional cognition in the textbook is excavated,and the knowledge points suitable for multi-temporal remote sensing images to cultivate regional cognitive literacy in the compulsory geography textbook of Senior High School of people's education edition are selected.(3)A teaching material library based on multi-temporal remote sensing images is constructed.Firstly,the categories of multi-temporal remote sensing images are sorted out,and the methods of obtaining multi-temporal remote sensing image data are introduced.Secondly,it introduces the production method of material library based on GEE and Arc Map software,including how to collect,sort out and produce multi-temporal remote sensing images suitable for cultivating senior high school students' regional cognitive ability.(4)This paper puts forward the application strategy of cultivating students' regional cognitive ability based on multi-temporal remote sensing images.Including accurately interpreting the curriculum standards and mastering regional cognition,analyze the teaching content and excavate the regional cognition,making remote sensing images and infiltrating regional cognition,using remote sensing images to cultivate regional cognition,reflect on teaching after class and actively improve the classroom.According to the strategy,the teaching case is designed and the experiment is carried out.It is verified that the use of multi-temporal remote sensing image teaching can effectively cultivate students' regional cognitive ability,and its application effect is evaluated.