How to develop students’ problem-solving skills

The middle school geography syllabus requires students: "Learn to use geographical data, geographical factual materials, charts, and maps to explain and analyze problems, and master the preliminary skills of reading and using maps and charts." It also requires teachers: "In teaching, we should always pay attention to guiding students to read and use maps, so that students can learn some methods of using maps and analyzing geographical problems." It can be seen that it is very important to cultivate and improve students' ability to use maps.

Through the research and practice of this small project, it was found that in order for students to truly improve their geographical graphics abilities, in practice, they can start from map reading, map analysis, drawing and graphic integration, and the imagination and extension of map elements. Compare several links to help students gradually improve. This article will put forward some feasible measures and suggestions from the above aspects:

1. Reading maps

Map can summarize seemingly scattered geographical things into the map for comprehensive summary. It is organized and can clearly show the regularity of geographical knowledge. Therefore, map reading is the foundation. During the learning process, if students can learn to extract basic information from maps, and then expand and extend related topics to dig out more geographical information from maps, over time, students’ map analysis abilities will be improved. It has been improved subtly.

(1) Steps for reading pictures of general graphics: ①Read the picture title first, which is the theme of a picture. ② Be familiar with legends. Legends are simplified images of geographical things and are the key to reading maps. At the same time, familiarity with the legends reflects a process of visual thinking. By becoming familiar with the legends, students understand the meanings of various symbols or colors on the map, and in fact, they have initially completed the process of visual thinking about map symbols. ③Read out the names of the horizontal and vertical coordinates, read out the distribution of geographical things, etc. Students have mastered the basic procedures for reading maps, learned to read maps in an orderly and purposeful manner, and laid the foundation for obtaining effective information from pictures. This laid the foundation for the formation of map capabilities.

(2) Different types of graphics have different problem-solving ideas when reading.

To read pictures correctly, students must not only master the correct order of reading pictures, but also master the characteristics of pictures.

①Geographic distribution map: The geographical distribution map is the most common type of map, such as: the distribution of the day and night hemispheres in the compulsory course 1, the distribution of different climate types, the distribution of ocean currents, the distribution of different natural zones, compulsory course The distribution of population and cities in the second middle school, the distribution of industry and agriculture, the different areas involved in the compulsory third middle school, etc. The key is to first memorize the distribution patterns of various geographical things.

If you read "Schematic map of local areas along the Pacific Coast", answer: Among the six major plates in the world, the plate to which E in the picture belongs is (single choice) A. African plate? B. Pacific plate? C. Antarctic plate? D. American plate. Answer: D

Analysis: The key to this question is to rely on longitude and latitude positioning. 70°W-80°W, 10°S-20°S should be the South American continent, so the plate where E is located is the American plate! Some of these pictures are marked with latitude and longitude networks. To improve the accuracy of picture reading, students are required to form an outline map of the earth composed of important latitude and longitude lines in their minds when doing the questions, and rotate the globe more often. In other words, students need to master the geographical things that some important longitude and latitude lines pass through, or the range of longitude and latitude lines of important geographical things.

②Geographic statistical charts: Used to represent the spatiotemporal distribution and change patterns of geographical elements. The main forms are: contour charts, bar charts, curve charts, line charts, fan charts, etc. Generally, the human geography in compulsory secondary school is mostly presented using geographical statistical charts. This type of graph is very consistent with the general steps of reading a graph, that is, first look at the title of the graph to see what pattern it reflects; secondly, look at the coordinates of the legend to find out which factors need to be analyzed; thirdly, find out the maximum, minimum or highest, lowest and other factors based on the coordinates. Change patterns and then analyze them.

As shown in the figure "Distribution of annual temperature ranges in some areas of my country", answer A compares with the annual temperature ranges (larger and smaller) at the same latitude in the map. The answer is: small. Analysis: This kind of isoline bending and comparison questions on both sides are relatively common, and can distinguish terrain height, cold and warm currents, etc. When reading and analyzing this kind of pictures, you need to understand and remember the same rule, that is, "the convex is high (high index value) and the low is low (such as valleys, low-pressure troughs, cold currents)", and "convex is low (low index value) Then it is high (such as ridges, high-pressure ridges, warm currents)."

In short, to achieve a correct analysis of geographical graphics, students need to practice mapping more often, turn over maps frequently, and form good habits of reading maps.

2. Picture analysis

Reading pictures is the foundation, and analyzing pictures is the key. The so-called picture analysis is to carry out active thinking activities (including logical thinking and image thinking) on ??the picture, and achieve the purpose of accurately understanding the connotation of the picture through thinking. If looking at pictures is to solve the "what" and "how" questions, then analyzing pictures is to explain the "why" questions. Based on the previous reading of the picture, and based on the meaning of the question, we further analyze the hidden information in the picture. Generally, there are the following aspects: 1. What is the reason for the distribution and differential distribution of geographical things? 2. "What is the connection", various geographical What is the inherent causal relationship between the formation and distribution of things; ③ "How to evolve", what is the evolution trend of the regional geographical environment or geographical things.

For example: "Population density distribution map of a certain area": ??The main unfavorable conditions for the development of agriculture and animal husbandry in this area are: A. Insufficient calories?B. Insufficient water source?C. Insufficient land resources available for utilization D. The temperature varies greatly from day to day.

Answer: B

Analysis:? This question examines factors affecting population distribution in human geography\restrictive conditions for the development of agriculture and animal husbandry, etc. In fact, it is the hidden information of this picture, which requires students to dig out. Based on the knowledge learned, it is necessary to analyze that the climate type not shown in the map of this area is a temperate continental climate with little precipitation and inland rivers. The terrain is a basin surrounded by mountains. The area where the population is concentrated is the piedmont, which is distributed along the piedmont alluvial fan oases. This is the distribution characteristic of inland arid areas.

3. Drawing

Drawing is the "hands-on" link in the process of reading pictures and an important experience link in geography learning. Students draw by themselves, which is conducive to deepening students' understanding of geography. The understanding and memory of knowledge are also conducive to the development of students' geographical skills. However, it is often ignored or rarely used in teaching, perhaps more among senior high school students.

During the research process of this project, some of the following drawing methods were used, and students were allowed to draw by themselves to deepen their impression.

(1) Tracing: This is a simple method, that is, using textbook illustrations and blank allusions, and some can use colored pens to outline the geographical things to be reviewed. ① The key points must be highlighted and the purpose must be clear. ② Use various lines, colors and expressions. Lines of different thicknesses can be used for geographical boundaries of different natures. Colors, whether they are points, lines, or surfaces, should be distinguished according to the categories of geographical things. ③Some should be accompanied by appropriate notes.

In current geography teaching, as the third grade students review world geography and Chinese geography, they draw a large number of such pictures. For example, students draw pictures - Figure 1? Distribution map of climate types.

(2) Drawing simple maps: that is, converting written knowledge of geography into simple maps, or simplifying and abbreviating complex maps to highlight a certain element, a certain area, or a certain issue. When designing a geographical diagram, attention should be paid to the following:

① The outline of the diagram should be as simple as possible, preferably composed of simple geometric figures, to reduce the difficulty of drawing and enable almost every student to adapt. ② The content in a picture should not be too much or too complicated. The main geographical phenomena should be highlighted, and these "events" should be used as the basis for memory, and then connected with more knowledge content. ③A picture can sometimes contain several geographical elements (such as terrain, rivers, climate, minerals, cities, etc.) at the same time to strengthen the organic connection between knowledge, but it must follow the principle of step-by-step, so that the various geographical elements can be displayed in an appropriate order. Appear, so that students have a digestion and absorption process.

For example, students draw pictures - Figure 2 China's railway distribution map. When drawing a map, remind students to pay attention to the first step: drawing a railway line is like drawing a straight line in mathematics and first finding points and then connecting the lines. First draw the cities the railway line passes through, and then connect them: first press from south to north ( Or draw the east-west trunk line from north to south), and then draw the north-south trunk line from east to west (or vice versa). Step 2: Use lines of different thicknesses for national, regional and provincial levels. Legends and annotations of railway lines and cities are best done with different colored pens.

(3) Pay attention to the transformation of pictures and texts

Modern cognitive psychology has conducted a lot of research on representation. “Representation is what is in the mind when the object is not presented. The image of the object that appears. "The transformation of pictures and texts helps students accumulate rich geographical representations and cultivate students' image thinking and abstract thinking abilities. Frequent transformation of this kind of graphic information is conducive to students' accumulation of rich geographical representations, which not only cultivates students' drawing skills, but also helps cultivate students' image thinking and logical thinking abilities.

For example, students’ monthly examination questions, Sumatra Island

(4) Filled pictures

Filled pictures are also called blank pictures or shadow pictures. It is an effective means of transforming geographical knowledge into students' own abilities and knowledge through teaching. It is a way for students to learn skills. The use of filled-in maps can help students consolidate the geographical knowledge they have learned, help students remember place names and locations, become familiar with the spatial distribution of geographical things, help understand the interconnections between geographical things, and cultivate students' ability to fill in and trace maps. It also provides practical materials for students’ exploratory learning.

In the process of this project research, the workbooks of our school students are mainly filled in the atlas, and students will be guided to fill in all the requirements in the atlas.

For example, elective 3 tourism geography filled in atlas P5, P6, P12, P19, elective 5 natural disasters and prevention P3, P12, P15, P5, students have fully filled in.

But to truly achieve the real purpose of mapping, the requirements for geography teachers will be higher. ① When preparing lessons, you should not only complete the filled-in diagram exercises carefully, but also analyze the knowledge points in them. Be fully prepared before class. ② Guide students to read legends and annotations, and clarify the map representation of geographical things; then review the relevant textbook content in combination with the "Geographic Atlas" and textbook illustrations, strive to fill in the content correctly and position accurately, and truly use the map-filling exercise as a way for students to consolidate their geographical knowledge. An effective means to learn knowledge and cultivate students' practical ability. ③ Students must be strictly required to describe geographical element symbols in a standardized and unified manner, based on textbook legends. ④ Strive to be neat and beautiful.

4. Graphic integration

(1) Graphic simplification.

This method is based on the needs of learning, simplifying the map, deleting a large number of complicated legends, and retaining only relevant knowledge information.

By simplifying the conception and design of the diagram, we can achieve the purpose of highlighting key points, facilitating memory, reflecting dynamics, and making it easy to understand, and more deeply reveal the inherent relationship between geographical phenomena.

For example: distribution map of the world's continents, drawing steps: 1. Draw latitude lines. 2. Draw the Eurasian continent, that is, draw an equilateral triangle. 3. Draw the African continent at the left midpoint of the Eurasian continent. Its two waists are equal to the side lengths of the Eurasian continent, and its base is equal to half the side length. 4. Draw the North and South continents in one stroke. Starting from the northwest corner of North America as the starting drawing point, it extends southeast across the equator, turns southwest, passes ?30?° south latitude, then turns back and extends northeast to north of ?60?° north latitude before connecting to the starting point of the drawing. 5?Map the Australian continent. 6. Redraw Eurasia and Africa to represent the Atlantic Ocean.

(2) Graphic decomposition

An old graphic familiar to the examinee can be transformed into a new graphic unfamiliar to the examinee through interception. In this way, the candidate's adaptability can be well tested and the candidate's understanding of the characteristics of general laws can be tested.

For example: The three-circle circulation question on the tutorial plan,

For example: In the picture below, which hemisphere is the direct point of the sun at this time? Northern Hemisphere

For first- and second-year high school students, it is difficult for students to get this kind of questions and graphics. The key is that they are not familiar with the principles of geography. In summer, the days are longer and the nights are shorter in the northern hemisphere. In winter, the days are shorter and the nights are longer in the northern hemisphere. , the opposite is true in the Southern Hemisphere. Only the numbers shown in the figure can indicate that it is the southern hemisphere. It can be seen that the southern hemisphere has shorter days and longer nights, while the northern hemisphere has longer days and shorter nights. The sun shines directly on the northern hemisphere.

(3) Graphic overlay

Superimposing two maps can not only examine the relationship between relevant geographical elements in a region, but also test students’ understanding of the complexity of the components of the geographical environment. , and can conduct a comparative examination of the geographical characteristics of the two regions.

For example, the picture below is a superposition of the January isotherm map and the July isotherm map. This question examines the distribution of temperature and annual temperature range in January and July. This is a superposition of similar contours. Different types of contour maps can also be superimposed to examine the relationship between two identical geographical elements.

The scope of graphics overlay is very wide, it can be the overlay of economic areas and terrain, the overlay of resources and terrain, the overlay of railways and tourism systems, the superposition of climate and ocean current systems, etc. Therefore, in actual teaching, it is very necessary to conduct a large amount of superimposed training.

In short, the training of simplification, decomposition and superposition of graphics is a long-term process and should be done step by step to achieve better results.

5. Imaginative extension and comparison of map elements

Imaginative thinking is the human brain's process, transformation or reorganization of existing memory representations in the brain through visual summary. thinking activities. Imaginative thinking can be said to be the embodiment of image thinking. It is the most important form of processing operations by the human brain with the help of images, and is an important thinking form for human beings to innovate and carry out activities. It is definitely not enough to read and analyze pictures just to see the surface phenomena in the pictures. It cannot obtain the understanding of the essence of geographical things. This requires that on the basis of the appearance, through association and imagination, the perceptual knowledge can be upgraded to rational knowledge. .

Read "Contour Maps of Two Regions in my country" and answer the following questions:

(1) Briefly explain the topographic differences and causes of regions B and D.

(2) Try to evaluate the climate conditions for agricultural development in the suburbs of cities A and B respectively.

(3) Briefly analyze the differences and reasons for the reasonable population capacity of the geographical areas where A and C are located.

Answer: (1) Land B: The mountains are high in altitude and rugged; mountains and deep valleys are formed due to the collision and extrusion of the Eurasian and Indian plates, as well as the erosion of river valleys. ?D land: plain with flat terrain. The altitude is low; it is formed due to fault subsidence and flowing water deposition. ?(2) Land A: The favorable conditions are rain and heat at the same time; the unfavorable conditions are scarce precipitation and poor water resources. ?B site: The favorable condition is sufficient water and heat; the unfavorable condition is insufficient light. (3)Place A has a small population capacity. The reason is that the ecological environment of the Loess Plateau is fragile. Serious soil erosion, etc. c has a larger population capacity. Although per capita land resources are limited, the natural conditions are superior, the economy is developed, and the environmental carrying capacity is large.

Analysis: In this question, the longitude and latitude positions and contour features can be read from the map, and thus it can be accurately determined that the area shown in Map A is the Qinling Mountains and the Weihe Plain and Loess Plateau to the north. The area shown in Figure B is the Sichuan Basin and the plateau mountains to its west. On this basis, only by using the method of imaginative extension and comparison of map elements can we further determine the topography, climate and other natural conditions of different regions and their impact on human activities. ?

In daily training, geographical atlases can be used to strengthen the connection and extension of geographical knowledge, establish thinking clues, and guide students to connect closely related and different geographical things in the same area, and to understand geographical knowledge. Conduct comprehensive analysis, extend migration, find hidden connections in problems, reflect the interconnections and mutual constraints in the spatial distribution of various geographical things, and cultivate students' comprehensive analysis capabilities. At the same time, students should be guided to conduct comparative reading and analysis of maps of the same region, the same elements, and different times, so as to understand the changing process of geographical things. For example, reading the same city maps from different periods together can reflect changes in the city's regional development and spatial structure.

In short, the cultivation and improvement of picture reading ability must be accumulated over time, so we must see more, draw more, practice more, think more, and summarize more.