First, the characteristics and advantages of middle school atlas and filled atlas
China Atlas and World Atlas, which are suitable for middle schools, are specially designed and compiled for geography teaching. As an important supplement to teaching materials, they fully consider the needs of teaching in the aspects of topic selection and content selection, give play to the outstanding role of teachers' teaching tools and students' learning assistants, and embody the following characteristics and advantages in daily teaching.
The first is richness. Based on geography teaching materials, it has compiled a large number of maps, schematic diagrams, landscape maps, profiles and so on. On the basis of literal understanding, combined with graphic examples, it enriches the content of teaching materials and expands the teaching form.
The second is intuition. Illustrations help learners to understand the distribution and relationship of things more intuitively, which is more concise and intuitive than text textbooks. If the teacher's voice signal and the writing system in the text disappear, the atlas will become a good teacher for students to accompany at any time and place.
Third, it is highly consistent with the teaching materials. In terms of purpose selection, map content, arrangement order, etc., it closely cooperates with the teaching materials, and has the same structure and complements each other. On the basis of maintaining relative integrity, students' ability to accept geographical knowledge is fully considered, and the division of labor and cooperation with text and illustrations, each with its own emphasis, overall arrangement and mutual cooperation, has become an indispensable learning tool for students' classroom learning, after-class review and extracurricular self-study. After students master the method of reading pictures, it is the "second textbook".
Fourth, memory consolidation ability is strong. The geography filling atlas that comes with the geography class in middle school has a good drawing problem, which basically covers the knowledge points of the undergraduate course and is easy to understand. It can help students consolidate their knowledge of geography, strengthen their memory of place names and locations, familiarize themselves with the spatial distribution of geographical things, help them understand the relationship between geographical things, and cultivate their ability to draw maps. It is an effective means to transform geographical knowledge into students' own ability and knowledge through teaching.
You must have a map to learn geography. You can't learn geography well without a map, so atlas is still one of the sources for students to acquire geographical knowledge.
Second, the current situation of middle school atlas and mapping in teaching
But as a first-line geography teacher, I feel that in recent years, the frequency of using atlas and filling atlas is getting less and less in classroom teaching; Over time, there is a tendency to fade out of the podium and become a reference book for students after class. The reasons may include the following aspects:
1. The content and form of the new textbook are developing towards the combination of graphics and text, which reduces the graphic teaching function of the atlas. Starting from reality and based on students' learning psychology, the new textbook has changed the situation that black and white harmonious characters dominated in the past. With the help of color pictures and texts, not only the text content is more concise, but also every page of the book has pictures, various scale maps cooperate with each other, topographic maps, political maps, climate maps, traffic maps and so on. Alternately used, and interspersed with a large number of color physical landscape photos, supplemented by short text introduction and tips, questions, etc. Although there is not much information in each image, map or chart, it fully embodies the specific design intention, and it is refreshing in the way of geographical knowledge dissemination and skill training. The change of the concept of "geography of reading maps" not only makes the new textbook "icing on the cake", but also helps to visually show the powerful advantages of maps in expressing different scales, spatial and temporal distribution and evolution process. In addition, a large number of foreign textbooks and popular science books are used for reference in the design and arrangement, which makes the textbooks more vivid, friendly and natural, makes people fondle admiringly, enhances the affinity with readers, and shows the powerful educational function of geographical images that only atlases had in the past. In contrast, the atlas is slightly monotonous in both form and content, and has lost its due position.
2. Multimedia means make map teaching more intuitive and vivid, and largely replace the three-dimensional teaching function of atlas. With the development of computer, telemetry, 3D scanning and other new technologies, electronic maps, 3D maps and multidimensional spatial maps have become common technologies that students can acquire and identify in their daily lives, and multimedia map teaching has become a widely used teaching method. Compared with traditional atlases and filled atlases, multimedia can create more vivid and interesting teaching situations, and teachers can dynamically and intuitively show their knowledge to students by making illustrated courseware, thus creating a good learning situation. For example, some process graphics in previous textbooks and atlases are just to let students understand the formation of certain conclusions. The content reflected by traditional atlas is static and boring, and it can't show the gradual and chain evolution process, which sometimes makes it difficult for students to fully understand and fully understand. The multimedia dynamic demonstration function just makes up for this deficiency. The existing multimedia map teaching resources can basically show the whole teaching content and various knowledge points from the beginning to the end, which is easier to understand and more intuitive than the plan, and the process of conclusion formation is naturally presented to students. Turning silence into sound and silence into action can make students enter a lively learning atmosphere, attract students' attention, improve students' interest in learning, enhance the guidance of active memory, and overcome the disadvantages of students facing static and rigid paper atlases in traditional teaching.
3. The attraction of geo-filled atlas is also decreasing. As far as I know, there are very few teachers who fill in books in class now. The reasons are as follows: First, the content is duplicated with the local textbooks and workbooks, and repeated use will waste classroom time; Second, there are few topics, monotonous content and small coverage, and there is nothing new in filling the atlas; Third, it has not changed much over the years, so it has lost its appeal in the classroom.
Third, my humble opinion on perfecting atlas and filling atlas
How to make atlas and filling atlas more suitable for the needs of current teaching development? In view of the problems existing in the practical application of the above two volumes, I would like to talk about my superficial reconstruction suggestions.
The first is to appropriately increase functions. With the increase of map form carriers, future atlases should add new functions in time according to the changes of carriers. For example, combined with the main points of teaching materials, three-dimensional maps or three-dimensional space maps are added to the atlas in time, and the simple plane map set is changed into an effective combination of plane and three-dimensional.
The second is to improve the form in time. On the one hand, it is suggested to expand the carrier appropriately, and supplement the electronic information carrier appropriately based on the existing paper carrier and the fact that computer technology has been popularized in primary and secondary schools; At the same time, it is more convenient to keep up with the pace of the times and update the map content in time.
The third is to enhance pertinence and coherence. Attention should be paid to changing the problem that the previous atlas was mainly based on a single content, which was scattered and weak in coherence and continuity compared with the overall teaching. In the future, we should find ways to organically combine plan, stereo, stereo and video, systematize knowledge content, make it more intuitive and efficient, and make students happy to read, remember and use, so as to maintain and play its functions.
Fourth, attention should be paid to increasing vividness and enriching connotation when mapping. When mapping atlas, we should consider the structural changes of current geography teaching, with rich content design, novel topics and wide knowledge. It is necessary to extend and broaden the knowledge and integrate various elements such as current political hotspots. Rich content and vivid form will inevitably increase the enthusiasm of classroom teaching, and it is difficult to think about it.
In a word, atlas and filling atlas, as important auxiliary tools for teaching, should be constantly followed up and improved with the changes of teaching objectives, structures and forms in order to maintain their functions and realize their values. Influenced by the level, the above superficial views must have shortcomings and mistakes. Please criticize and correct me.