Research On The Current Situation And Improvement Of Thematic Map Production For High School Geography Teachers

As an important resource in high school geography teaching,thematic map can directly and vividly reflect the distribution and changes of one or several geographical elements,so it is highly valued by teachers in the process of geography teaching.The reason is that the application of high-level thematic maps can not only improve the skill level of teachers,increase the frequency of interaction of students,and reflect the dominant position of students,but also improve the teaching effect of the classroom to a large extent,allowing students to understand the space of geography.Have a deeper understanding of differentiation laws and three-dimensional landscapes.However,most of the current geography teachers’ mapping skills come from the mapping software they learned during their student days or the mapping skills acquired in the process of participating in competitions,and the content they produce mostly stays in administrative division maps,topographic maps,etc.Low drafting skills and low motivation for self-improvement.Although many middle school teachers have realized the objective reality that cartography skills need to be further improved,due to subjective and objective reasons such as too large teaching tasks and insufficient systematic study time,geography teachers have not been able to obtain professional training and systematization of cartography skills.Learning,coupled with the lack of guidance on specific improvement paths,many middle and high school teachers are relatively low-level in mapping.Some teachers can only obtain thematic maps through the Internet,textbooks or atlases,etc.,when the teachers’ thematic map skills are not high,resulting in problems such as blurry pictures,irregular map production,and inaccurate map expressions.It also objectively affects the teaching effect of teachers and the enthusiasm of students to learn.In the age of informatization,intelligence and digitization,the production of sophisticated and high-quality thematic maps has become the objective demand of geography teachers in junior and senior high schools in the new era,which puts forward new and higher requirements for high school geography teachers,especially high school teachers’ mapping skills.Based on this,it is very necessary to objectively understand the current situation of high school geography teachers using mapping software,the current situation of making thematic maps,the current situation of applying thematic maps,and the confusion encountered in the process of mapping.In addition,the production of more sophisticated thematic maps is conducive to changing the current situation of "emphasis on application and light production" of thematic maps in high school geography teaching,and is also conducive to exploring new models of geography teaching reform,and is more conducive to supporting the in-depth needs of geography teaching and driving geography.High-quality development of the discipline.Therefore,improving the mapping skills of junior and senior high school geography teachers,especially senior high school teachers,has become a need for geography teachers to adapt to the era of geographic informatization and modernized teaching under the new situation.In order to understand the current status of thematic maps for high school geography teachers,this study selected front-line geography teachers from many high schools in Zhengzhou and Kaifeng as the research objects.First select representative questions,make a questionnaire and distribute it to teachers,then select teachers to conduct interviews with them,then organize and analyze the questionnaires and interview results,and finally summarize the results of the analysis to conclude that high school geography teachers make thematic maps status quo.The specific survey conclusions are as follows: in terms of cartography foundation,the number of teachers who have studied geographic information system software such as Arc GIS is relatively large,and such software is mainly used in cartography practice,but the overall cartography foundation is general;in terms of obtaining thematic maps,more than 60% of teachers obtain it through the Internet,and fewer teachers use mapping software to make thematic maps.In addition,the thematic maps obtained through the Internet have problems such as ambiguity and inaccurate expressions,and teachers’ ability to discriminate needs to be improved;in terms of professional improvement,teachers have higher demands to improve the production level of thematic maps,mainly expecting to use mapping skills to assist new students.Lectures and auxiliary exercises.However,few teachers expect to broaden their knowledge or participate in competitions through mapping skills,reflecting the lack of teachers’ awareness of self-improvement;in terms of mapping attitudes,although most teachers can recognize the importance of mapping skills,but in practice However,the frequency of teachers using software to make thematic maps is relatively low;in terms of the current status of mapping,more teachers choose to make conventional thematic maps such as topographic maps,contour maps and administrative division maps,and the overall improvement is less difficult;In terms of mapping problems and suggestions for improvement,teachers are faced with many problems such as unfamiliarity with mapping software,lack of specialized guidance,lack of training courses,and lack of mapping data.Therefore,teachers expect to improve their mapping skills by strengthening training and other means.According to the survey results and combined with the current development trend of the mapping industry,this study proposes the following coping strategies: First,at their own level,in order to meet the short-term mapping needs,teachers should actively connect to the network platform to learn quick and easy mapping.However,in the long run,it is still necessary for teachers to improve their drawing skills and cultivate self-learning ability through various free or paid platforms.Secondly,at the school level,in order to further improve the mapping level of teachers,schools can issue relevant policies,conduct internal training for teachers,and use appropriate methods to assess teachers.At the same time,it can also take the initiative to connect with special training activities to re-exchange,re-train and improve teachers’ drawing skills.Finally,with the support and encouragement of the school,teachers themselves should actively participate in the national cartography special teaching competition,and use the competition to train and improve their strength.At the same time,this study also provides specific cartographic cases,such as: in the aspect of two-dimensional maps,from the steps of data acquisition,data processing,map finishing and output,etc.,it introduces the use of Arc GIS and Adobe Illustrator to make topographic maps of Henan Province and Kaifeng interiors.The process of urban functional zoning map;in the aspect of three-dimensional map,the process of using Surfer to make three-dimensional topographic map of local areas in Zhengzhou is given from the three steps of data acquisition,data cropping,map generation and output;in the aspect of fast and simple map,using Two online mapping websites,Maphui and Edraw,have drawn the distribution map of the number of "double first-class" colleges and universities and the administrative division map of Henan Province,which has strong operability and reference significance.Through survey design,this research understands the current situation of high school geography teachers in making thematic maps,including the basics of mapping,the software used for mapping,attitudes towards thematic maps,and the difficulties they face in the process of mapping.On this basis,specific,practical and operable methods and skills are given to improve the mapping level of high school geography teachers and provide path support for high school geography teachers.In addition,this study also provides a specific case practice process,which provides a reference template for some junior and senior high school geography teachers who want to improve their mapping skills,so as to provide support for teachers to explore mapping skills after class.