（推荐）电子地图在初中地理教学中的应用

1、在地理教学中，运用地图可以让课堂教学更符合学生的认知规律。随着科技的不断发展，地图也与时俱进，出现了电子地图。课堂教学中，教师如果能更好地运用电子地图，将会有效提高地理课堂的教学效率，解决地图综合信息繁多而学生只能有限汲取、掌握地理信息的矛盾，利用电子地图的各种功能，可提高对地图的视觉感受能力，提高探究和分析地图的能力，从而提升学生的地理学习水平。一、图表编码，促进分析图表编码是指教师利用电子地图，预设好一些地理数据，让学生根据要求，在教师的指导下进行编码，并运用一定规则，使电子地图呈现不同的界面图像，展现不同情况下的地图。在地理教学中运用这种方法，可以更好地促进学生进行有关地理问题的分析、比

2、较，在尝试运用图表编码的过程中，掌握更多的地理知识。例如，在学习“人口问题”一节内容时，为了让学生能够更形象、更直观地理解中国人口特点并分析由此而产生的人口问题，利用电子地图的图表编码功能进行数据预设。预设一定的数据之后，可从中国地图上看出不同区域内的人口情况。要求学生利用区域选择功能来选择一定的范围，关注一些相关的省区，就能看到该省区的人口分布情况、人口密度情况。另外，还可以设置画线工具，学生可利用它来将某个区域分成若干部分，就可以看到各部分的人口数量及占总人口数量的比重。有了这样的工具，就可以让学生以小组为单位展开自主学习，学生可根据自己的需求来查看中国各地区的人口情况，通过观察，进一步分

3、析中国可能存在的人口问题。利用电子地图，教师不必直接告诉学生中国人口的问题是什么，可以让学生根据图表编码来研究和分析，依据数据得出结论。图表编码使得地理课堂的学习更加灵活，不仅仅是传授知识，更重要的是利用工具自主学习、合作探究、分析归纳得出结论。电子地图展现了普通地图所不能及的优点，能更好地促进学生学会分析各种地理现象，形成地理学习的基本技能。二、复合叠加，辨识对比电子地图具有复合叠加功能，能够将若干个和教学内容有关的地图叠加起来，进行复合展现。学生也可以通过对几张地图的叠加对比来分析、辨识，从而得出答案。电子地图的这种功能可以考验学生的综合分析能力，因为地理事物之间都存在着联系，没有绝对的孤

4、立，借助这种功能学生可以对地理问题进行更好地分析与总结。2 / 12例如，在学习“板块的运动”内容时，教师不仅要让学生知道板块运动之后的结果，还要让他们了解为什么会出现板块运动的现象。教师可以将板块运动的地图、全球地震、火山分布图叠加在一起进行展现，提醒学生仔细观察全球地震、火山爆发常见的地区和地壳板块运动的地区，分析它们之间有什么关系。将这些地图复合叠加后，我们可以发现：地震、火山爆发常见的地方就是板块运动比较活跃的地方，两者之间存在一定的关系。通过这样的学习，学生能理解：地理事物不是孤立存在的，彼此之间存在着一定联系。学生要在地理学习中尝试发现这些现象，找到其内在的规律，自主归纳总结，这是

5、地理学习的又一种基本技能，也是以往教学中容易忽视的问题。学生在学习全球板块分布及运动的同时，也对全球火山带、地震带的分布有了深刻的了解。再如，在学习“地理土地资源”一节内容时，学习土地利用类型（耕地、林地、草地、难利用土地）的分布，要求学生说出不同土地类型分布的地形区、干湿区、温度带。这一点学生很难做到，学生缺乏空间概念，这三种地图（中国地形图、干湿区分布图、中国温度带分布图）在大脑中不能叠加复合。有了电子地图，则可迎刃而解，将中国地形图、干湿区分布图、中国温度带分布图、中国主要土地利用类型分布图四者叠加，就能准确、清晰地看到其分布情况，并能轻松解释分布的原因。通过复合叠加的功能可以让学生更加

6、方便地将几张不同的地图放在一起进行辨识，这在使用上比传统地图方便得多，学生可以利用这一特点来分析不同地理现象之间的关系，找到其中的潜在规律。三、运用动画，动态感知动画功能是电子地图区别于传统地图的又一大特点。电子地图的动画功能，可以帮助学生在动态的情况下更加直观清晰地观察一些地理现象，运用动画功能符合学生的觉察敏感性，能够起到较好的教学作用。一些具有动态变化特点的知识点都能用动画地图的形式展现出来。例如，在学习“季风气候显著”一节内容时，教师可要求学生弄清几个问题：季风是怎样形成的；季风形成的区域是哪里；季风气候在地区上呈现出怎样的特点等。为了使学生对季风的知识了解得更加深入，就可以运用动画功

7、能来描述。教师可以给学生展现有关季风形成的动画，让学生观察季风在不同时间的方向，季风对某个地区气候变化的具体影响。对于季风的形成、季风影响区域等问题，都是较为抽象的内容，学生无法直接体验、感受，更无法知道其规律。但运用动画方式，就能将季风的形成及其影响用动态的方式展现出来，让学生更加真切地感受到季风的变化。根据地图呈现的动态情况，让学生分析“各个地区受哪种季风的影响”“季风的运动是否有一定的规律”等问题，培养学生的自主分析和归纳能力。一些随着时间变化而变化的地理现象，可以采用动画的形式来展现，如天气变化、人口变化、洋流运动、台风形成及运动轨迹等，让学生更加清晰地认识变化规律，更好地把握变化中的

8、各个环节。四、虚拟体验，尝试实践虚拟体验是电子地图所独有的体验和实践方式，它可以通过电脑来设计一个虚拟场景，让教师和学生在这个场景中进行多元互动。教师也可以通过这个虚拟体验功能组织学生进行一些实践活动，以弥补无法在校外进行实践活动的遗憾。例如，在学习了“逐步完善的交通运输网”“发展农业要因地制宜”“工业的空间分布”等课程后，教师可以将这些内容综合起来，给学生布置一个实践体验项目，以考查学生是否真正掌握了所学内容。布置学生利用电子地图进行“模拟家园”的建设，创建自己心中的理想家园。在这个体验活动中，学生可以根据标识工具，将居民点、农田、农业类型、工厂、交通干线等相关内容在地图上标注出来，依照已学

9、习的内容，对家园进行合理规划。这一过程进一步考查并检验了学生是否掌握了教材内容：看一看布置的交通运输网是否完善，农田、农业类型和工厂在空间分布上是否合理，是否会对环境造成很大影响；说一说为什么要如此分布和利用土地，在农业区和工业区的安排上考虑了什么原则。这样的实践活动，学生能学以致用，在实际操作中，既能把握学生学习的真实情况，又能激发学生的学习兴趣，对学习效率的提高大有裨益。运用虚拟体验模式可以让学生在尝试实践活动中解决一些开放性的问题，提高其综合学习能力。五、图形变换，直观展现图形变换能够更好地进行地图分析，可深入了解不同事物的属性。让地图的展现更加灵活多变、直观方便，在学生读图析图时，更加

10、符合认知规律。例如，在学习“民族的分布”内容时，教师可运用图形变换来展示教学内容，让学生观察到中国各民族的分布情况。对于民族分布的数据，可用颜色、表格、饼状图等方法展现，使用不同颜色来显示不同的民族，这样就可以看出哪些省份分布着更多的民族，在使用颜色的同时可加上柱状图，在柱状图上标注该颜色代表的民族所拥有的人口数量等信息，内容会更加明了，能让学生更加直观地看到我国各民族的不同情况。利用电子地图的放大或缩小功能，可将一些少数民族分布较多的地区进行放大，以更加清晰地展现该地区有哪些少数民族。这种学习方式清晰直观，利于学生加深知识印象，巩固所学知识。电子地图是地理教学中的一种有效教学工具，它具有传输

11、信息、解析分析、探索研究等不同的功能和用途。在地理课堂上合理使用电子地图，将使学生的地理学习变得更加高效。运用电子地图可以体现多媒体学习认知理论的各种原理，符合地理课程标准所提出的“学习对终身发展有用的地理”的要求。In geography teaching, using the map can make classroom teaching more accord with students cognitive regularity. With the continuous development of science and technology, the map is also adva

12、ncing with The Times, the electronic map. Classroom teaching, the teacher if you can better use the electronic map, will effectively improve the efficiency of geography classroom teaching, solve the map information is various and students only limited absorbing, grasps the contradiction of geographi

13、c information, using the various functions of electronic map, can improve the visual perception of map ability, improve the ability of exploration and analysis of maps, to enhance the level of students geography learning.A, charts, coding, facilitate analysisChart code refers to the teachers use of

14、electronic map, the default better geographic data, let the students according to the requirements, under the guidance of teachers to code, and using certain rules, make the electronic map presents different interface image, show the map of different situations. Used in geography teaching, this meth

15、od can better promote the student to carry on the analysis on the problem of geography, comparative, in an attempt to use chart coding process, to master more knowledge of geography.For example, in learning to the section population problem, in order to let the students can be more image, more intui

16、tive understanding of Chinas population characteristics and analyze the resulting population problem, the chart using electronic map coding function data set. The default after certain data, can be seen from the map of China population in different area. Students are required to use regional option

17、to choose a certain range, focus on some of the relevant provinces, you can see the provinces population distribution, population density. In addition, you can set the line drawing tool, students can use it to a region is divided into several parts, you can see the part of the population and the pro

18、portion of total population quantity. With this tool, can let the student to the unit group autonomous learning, students according to their own needs to see Chinas regional population situation, through the observation, further analysis may exist the population problem in China. Using electronic ma

19、p, the teacher dont have to tell the students what is the problem of Chinas population, can let the students according to the figure coding to research and analysis, come to the conclusion based on data.Chart code makes geography classroom learning more flexible, not only impart knowledge, more impo

20、rtant is the use of tools, analysis, inductive conclusion self-learning, cooperation. Electronic map shows the normal map of advantages, can better promote students learn to analyze various geographical phenomena, form the basic skills of geography learning.Second, the composition, identification of

21、 contrastElectronic map with composite overlay function, can be several and teaching content about map superposition, composite show. Students can also through comparing several map overlay analysis and identification, so as to get the answer. Electronic map of this function can test students abilit

22、y of comprehensive analysis, because there is a link between geographical things, there is no absolute isolation, with the help of the students can better analyze the problems of the geographic features and summary., for instance, in learning content movement of the plates, teachers should not only

23、let the students know the result after plate motion, but also let them know why will appear the phenomenon of plate motion. Teachers can use map of plate motion, global earthquakes, volcanoes map overlay to show together, to remind students observe earthquakes, volcanic eruptions common regions in t

24、he world and region tectonic plate movement, analyze what is the relationship between them. After the map composition, we can find: earthquake, volcanic eruption common place is where plate motion is active, have a certain relationship between the two. Through this study, students can understand: ge

25、ographic things do not exist in isolation, there is a connection between each other. Students have to try to find these phenomenon in geography learning, find its inherent laws, sum up, this is the geography is a basic skill to learn, is easily neglected problems in the teaching of the past. Student

26、s in the global distribution and movement of the plates at the same time, also for the global volcanic belt, the distribution of seismic zone have profound understanding.Again, such as, in learning content, geographical land resources section study of land use types (cultivated land, forest land, gr

27、assland, difficult to use of land), the distribution of different land types distribution cryovolcanic say, wet area, temperature zone. Its hard to do, students lack of space concept, these three maps (China topographic map, layout, the temperature of dry wet distinguish with map) in the brain cant

28、superposition compound. With electronic map, can be solved, will China topographic map, dry wet to distinguish the layout-design, temperature distribution, China main land use types map superposition of four, can accurately and clearly see its distribution, and can be easily explain why the distribu

29、tion.Through the function of the composite superposition can make students more easily put together a few different maps are identified, it far more convenient than the traditional map in the use, students can use this feature to analysis the relationship between the different geographical phenomena

30、, to find the potential rule.Three, use animation, situational awarenessAnimation function is different from traditional electronic map is a feature of the map. Animation function of the electronic map can help students in the case of dynamic more intuitive some geographic phenomena observed clearly

31、, using the animation function conform to the detection sensitivity of the student, can have a good teaching effect. Some have the characteristics of dynamic change of knowledge can be displayed in the form of animated maps.For example, in learning to the section monsoon climate marked, teachers can

32、 ask students understand a few questions: the monsoon is; Formed by monsoon area is where; The characteristics of monsoon climate in the region presents how, etc. In order to make students more in-depth knowledge of the monsoon, may be described using the animation function. Teachers can give studen

33、ts show monsoon formed animation, lets the student observe the direction of the monsoon in different time, monsoon the specific impact of climate change for a region. In the formation of monsoon, the problem such as the monsoon region, is a more abstract content, students cannot direct experience, f

34、eel, more cant know the rules. But by using animation way, can the effect of the monsoon in dynamic way, let the students more truly feel the change in the monsoon. According to the dynamic situation of map rendering, lets the student analysis is influenced by what kind of monsoon regions movement i

35、f there is a certain regularity of monsoon, cultivate the students ability of independent analysis and induction.Some changes over time and change of geographical phenomenon, can be in the form of animation to show, such as weather, population change, ocean currents, formation and movement of typhoo

36、n, etc., let the students more clearly know the change rule, to better grasp the change of each link.Fourth, the virtual experience, try to practiceVirtual experience is unique in the electronic map of experience and practice, it can through the computer to design a virtual scene, let the teachers a

37、nd students in this scenario for multiple interactions. Teachers can also through the virtual experience function group students do some practice, to make up for not to practice outside of regret.For example, in the study of the gradually improve transport network developing agriculture to adjust me

38、asures to local conditions the spatial distribution of industry after class, the teacher can be taken together, these content to students with a practical project experience, to examine whether students really master what they have learned content. Decorate the students use electronic map for the co

39、nstruction of the home simulation, create the ideal home of their own heart. In this activity, students can according to the marking tools, the settlement, the types of farmland, agriculture, factories, traffic and other relevant content on the map, according to have learning content, make reasonabl

40、e planning for their homes. The process further investigate and verify whether students have mastered the content of the teaching material: take a look at the layout of transportation network is perfect, in the spatial distribution of the farmland, the types of agricultural and plant is reasonable,

41、whether large effects on the environment; Why say so distribution and use of land, on the arrangement of the agriculture and industry to consider what principle. Such a practice, students can apply, in practice, can grasp the truth of students learning, and can stimulate students interest in learnin

42、g, to improve the learning efficiency.With the model of virtual experience allows students trying to solve some open problems in the practice, improve their comprehensive ability to learn.Five, graphics transform, intuitive displayGraphics transform can better map analysis, insight into the properties of different things. Make maps show more flexible and convenient intuitive, the students read the chart analysis diagram, more in line with the cognitive law.In learning, for example, the distribution of the national content, the teacher may use graphics transform to dis