Development And Implementation Of High School Geography Curriculum Resources Based On Geographic Information Technology

With With the development of education informatization,geography information technology provides favorable auxiliary means to carry out effective teaching of secondary school geography,and it is more and more widely used in secondary school geography teaching.Geography information technology has powerful interactive functions,and the 2017 edition of the standard proposes to apply GIS,RS and GPS to develop a geography course scenario resource base,course examples or cases,which puts forward clearer and deeper requirements for the use of geography information technology.However,due to the strong professionalism of geographic information technology and the difficulty of software operation,how to carry out geographic information technology-assisted teaching in high school geography teaching in a simple and efficient way is the key content of current secondary school teaching concern.This paper takes geographic information technology-assisted high school geography teaching for curriculum resource development as an entry point,and follows the idea of asking questions-analyzing feasibilitydesigning cases-practical application,and the research focuses on the following three questions: What is the feasibility analysis of geographic information technology applied to high school geography teaching? How to use geographic information technology to assist in the design of high school geography teaching cases? How to verify the effectiveness of geographic information technology-assisted high school geography teaching and make suggestions? It is committed to reaching the goal of geographic information technology-assisted curriculum resource development and promoting the integration of geographic information technology and secondary school geography teaching.In the research process,a combination of qualitative and quantitative methods is used to systematically analyze the key role of geographic information technology on the development and implementation of high school geography curriculum resources from three aspects: theoretical construction,case design and practical application,and the main research contents and conclusions are as follows:(1)Reading relevant literature at home and abroad,through combing the development history of geographic information technology in major foreign countries and regions,the development history and main research contents in China,we found that the application and research of geographic information technology in China have made good progress,but its application mainly focuses on the surface data processing,and the deeper function mining is not enough.At the same time,only a few of the existing researches explain the data and related steps assisted by geographic information technology,and some of the researched teaching cases have not been put into practice;through reading relevant literature,the conceptual connotation of geographic information technology and curriculum resources and the theoretical support of applying them to high school geography teaching are clarified.(2)Based on the characteristics of geography subjects,the feasibility of applying geographic information technology in high school geography teaching is analyzed from the aspects of development of computer technology,feasibility of functions,accessibility of resources and improvement of teachers’ skills and literacy by using comprehensive analysis method.(3)Explain the scientific,systematic,inquiry and localization principles of geographic information technology applied in high school geography teaching,and on this basis,use geographic information technology to assist in case design.After analyzing the background analysis such as reading the standards,analyzing the learning situation and analyzing the textbook,we will clarify the information needed in the case,design the thematic map with the software,and describe the process of data source,acquisition and processing,and then design the teaching process with the produced thematic map.(4)To carry out the case practice of geography information technology-assisted teaching.By comparing the average scores and the number of students in different score bands in the experimental and control classes,we found that geography information technology is helpful in assisting the teaching of high school geography and improving the quality of teaching.Combining the teaching practice and test assessment,reflections on geographic information technology-assisted high school geography teaching are proposed from students and teachers themselves: i to promote students’ understanding and learning of knowledge;ii to help students exercise map-reading ability and construct geographic scales;iii to put forward higher requirements on teachers’ skill literacy;iv to fail to set up students’ hands-on content.Finally,the following suggestions are made for this paper on the teaching practice research of geography information technology-assisted high school geography teaching: i give full play to the advantages of geography information technology;ii create a context with the actual life;iii continuously improve their own skill literacy;iv increase the practical content for students.This paper analyzes the feasibility of the application of geographic information technology in high school geography teaching under the guidance of constructivism and other theories,combines the application principles to design and implement cases,and compares and analyzes the case design based on the assistance of geographic information technology and the case design based on the traditional model mode.Through the combination of theory and practice,it is demonstrated that geographic information technology-assisted high school geography teaching is conducive to increasing students’ learning interest and classroom participation and improving learning efficiency.The pedagogical suggestions based on the practice can provide a reference for the application of geographic information technology in high school geography teaching.