| The new curriculum standard clearly points out "strengthening the geographical practice ability" and "deepening the application of information technology",emphasizing that we should pay attention to the cultivation of students’ geographical practice ability and the application of geographic information technology.Geographical practice ability is one of the core qualities of geography proposed by the new curriculum reform,and it is also one of the most difficult core qualities to implement.In this paper,we explore the application of geographic information technology in high school geography practical ways and practice,by consulting relevant literature,an in-depth understanding of geographic information technology at home and abroad and the research status of geographic practice force that geography information technology teaching means and geographical practice closely combines the research content is less,so make sure the direction of the research.Based on the theory of multiple intelligences,distributed cognition theory and immersion theory,and guided the implementation of the case,it is concluded that the use of geographic information technology teaching can help to train the geographical practical ability of senior high school students.The following conclusions are drawn:(1)Through a questionnaire survey conducted from the perspective of teachers,the current status of research on the cultivation of high school students’ geographic practical literacy by geographic information technology was understood,and it was found that there was a lack of teachers’ knowledge of the cultivation of geographic practical literacy in geography teaching;The skill level of teachers applying geographic information technology is low;The lack of input of teaching hardware and software equipment and the limitation of teaching hours greatly affect the quality of geographic information technology teaching.(2)in view of the application of geographic information technology problems in the process of geography teaching,with related theory and the basic principles of geographic information technology as the guiding ideology of this study,the introduction of high school geography teaching resource acquirement of the commonly used geographic information technology and its related platform function,analysis and application of geographic information technology to cultivate students the advantages of geographical practice force and its training methods,It is of certain reference value to choose the tools and training approaches of geographic information technology for the following teaching case design.Then according to the idea of teaching case design,write the teaching design in line with the requirements of the new curriculum standard,and provide a reliable text scheme for the following teaching practice.(3)In the achievement verification stage,the case study method is adopted to carry out empirical teaching activities on the case design of flowing water erosion geomorphology.The experimental class adopts geographic information technology teaching and the control class adopts traditional teaching.After the teaching experiment,the score of geographical practice ability of the experimental class is significantly higher than that of the control class.Through classroom observation and interviews with teachers and students,it is found that the teaching of geographic information technology has a strong sense of insertion,implementation and operability,and can break through the difficult points.It is emphasized that geographic information technology can promote students’ learning process and results,and can effectively improve their geographical practice ability.Then it shows that classroom practice can effectively prove that geographic information technology is helpful to cultivate students’ geographic practice ability,the conclusion is that teachers should use geographic information technology to carry out geography teaching activities. |
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