Map is an image, intuitive and comprehensive expression of geographical knowledge. It stores and concentrates a great deal of space and time information in the form of images, symbols, notes and colors. There are many knowledge points on the map, and many geographical features and laws can be obtained by observing and analyzing the map. Map and geography teaching are always accompanied, which is a major feature of geography teaching and plays an indispensable special role in cultivating students' all-round development. Map is the most extensive, practical and indispensable teaching aid in geography teaching. If the map is used well in teaching, it can not only help students understand and remember geographical knowledge, but also help students to establish image thinking, improve their ability to solve problems, and make teaching more effective. Therefore, it is the most basic and important content and the most distinctive teaching method in geography teaching to cultivate students' habit of using pictures and to train students' ability to read and understand pictures. How to cultivate students' ability to read maps in geography teaching, I will talk about the following experiences and views. First, design a bilateral interactive teaching link, consolidate knowledge on the map, and cultivate students' ability to read pictures (1). Citation with pictures: The column of "Look at pictures and answer questions" arranged in the textbook is to catch people, attract students like magnets, lead students' attention to the best state, stimulate their curiosity and inspire their thinking. In discussing and answering questions, students not only reviewed the old knowledge, but also paved the way for the study of new courses. For example, teachers can use the distribution of total solar radiation energy in China to guide students to analyze the factors (latitude, altitude, climate, etc.). ) affects the intensity of solar radiation energy received by the ground. In teaching, teachers can not only make full use of maps in textbooks, but also supplement and draw diagrams on the blackboard appropriately, carefully design questions, introduce new lessons skillfully, and improve classroom teaching effect. (2) Combination of pictures and texts: Many maps in the textbook are provided with text descriptions, with geographical images to confirm the text content and text description images. The teaching of image knowledge, that is, the teaching process of geographical knowledge, can better understand the text content of the textbook by mastering image knowledge, so we should organically combine the two in teaching and put geographical knowledge on the map. For example, teaching mineral distribution, industrial layout, cultivated land utilization, administrative division, natural resources and so on. There must be corresponding maps, and students should be guided to look at pictures (wall charts, atlases, teaching materials or multimedia display images) while explaining, so as to achieve "left pictures and right books" and combine pictures and texts. For example, the revolution of the earth, the movement of the direct point of the sun, and the change of the length of day and night in the movement of the earth all require students to have a strong spatial concept and spatial thinking ability. Combining these contents with maps or drawing while talking, it is convenient for students to understand memory and establish the concept of space, which will get twice the result with half the effort. (3) Substituting pictures for texts: In some places in geography textbooks, a picture is directly used to express and explain a problem, instead of using words to describe it. For example, when talking about "chinese administrative division", focus on the use and reading of administrative division maps, so that students can master the names, positions and outlines of 34 provincial administrative units by reading maps. When answering questions, the teacher can hang a blank map of chinese administrative division and ask the students to answer the names or abbreviations of provinces and regions. Then in the atlas, draw the boundaries of provinces and regions, fill in the names and color them to arouse the enthusiasm of students. You can also take the picture on the blackboard and ask a student to fill in the name in the corresponding position on the blackboard. Through the explanation and practice of blackboard writing and pictures, students can quickly master relevant geographical knowledge, which further highlights the importance of maps. Second, reading, filling, drawing and drawing training-building knowledge and strengthening ability (1) Reading training: Reading pictures is an important link for students to acquire geographical knowledge and establish spatial concepts. After learning the basic knowledge of map, we should run through the training of map reading in image teaching, persist in it for a long time and gradually improve it. The design of drawing should stick to the theme, from shallow to deep, step by step, and finally prompt the law and reasons. Generally, the following steps are taken when reading pictures: carefully reading pictures, finding problems, solving problems, checking the reading results, drawing conclusions, identifying image types, identifying the legend of the reading purpose, knowing the direction and scale, carefully reading pictures, finding problems, solving problems, checking the reading results and drawing conclusions. For example, to talk about the distribution characteristics of precipitation in China, we should take the map as the skeleton and find the answer through the teaching process of drawing-analysis-induction. First, read the Annual Precipitation Distribution Map of China, and find out several isorainfall lines of 1600mm, 800mm, 400mm and 200mm according to the requirements of reading the map in the textbook, and draw the last three isorainfall lines with blue strokes. Carefully observe the geographical location and scope of the above lines, analyze and summarize their characteristics and relationships, so as to clarify the spatial distribution and law of annual precipitation in China: decreasing from the southeast coast to the northwest inland. By reading pictures, students will not only have a deep impression on the distribution law of precipitation in China, but also form a certain spatial concept, which is unmatched by written narration. (2) Surveying and mapping training: Surveying and mapping training for students is conducive to the consolidation of geographical knowledge and the cultivation of geographical skills. Therefore, the new syllabus requires students to fill in drawings correctly, cultivate students' rigorous style in drawing exercises, standardize the size and writing of words, and be accurate in spacing and position, not at will. Let them know that a small difference in the picture is thousands of miles away at the scene. (3) Drawing training: Drawing training should start from the following two aspects: First, classroom training. Students should prepare a pen and paper and start writing according to the learning content. To learn regional geography, draw the regional outline first. For example, Africa, North and South America are slightly inverted triangles, and China is shaped like a rooster. Then according to what the teacher taught, the geographical elements such as mountains, rivers, minerals and railways were drawn on the outline map respectively. Talk about the movement and causes of geographical things, such as "the revolution of the earth", and ask students to draw a schematic diagram. If we can persist for a long time, we will certainly stimulate students' interest in learning geography, form the habit of using their hands and brains, improve geography skills and achieve good teaching results. The second is activity class training. Organize students to participate in social practice, conduct geographical surveys, collect geographical data, and compile school plans, hometown traffic maps, industrial and agricultural production growth (curves or columns) maps or population pyramids under the guidance of teachers. (4) Cartography training: through the teaching of geographical images, gradually cultivate students' ability to read and use maps and geographical charts independently; Be able to find the place names and countries you come into contact with when reading, listening to the radio and watching TV after class from the map and be familiar with them, thus expanding your knowledge; Can analyze geographical problems from maps and charts, explain some geographical phenomena, and improve comprehensive application ability.