:Motu
A diagram is a memory of important information of an icon, so it can also be called "remembering a diagram". For the information on the map, it is not worth taking without analysis, regardless of priority. However, it is impossible to look at pictures without remembering things. Facts have proved that using images to remember is impressive and easy to form the concept of space. When it comes to exams or memories, it seems that a vivid image will emerge in front of you. This phenomenon can also be called "the reappearance of psychological images".
Silent maps include: ① silent mapping, if you don't look at textbooks and atlases, you can draw the topographic structure of Xinjiang with "three mountains and two basins" by yourself; (2) Memory, that is, trying to remember, for example, in the face of an unmarked national railway network map, remembering what city this point is and what railway that line is; (3) Fill in silently, that is, use the blank reference map to fill in the map yourself.
: drawing
Drawing is a "hands-on" link in the process of looking at pictures, but it is often ignored in review. Including drawing points, lines and surfaces of black-and-white maps, drawing various distribution schematic diagrams, schematic diagrams, cross-sections and statistical diagrams. Drawing by oneself is beneficial to deepen students' understanding and memory of geographical knowledge and develop their geographical skills.
1 color map: this is a simple method, that is, using textbook illustrations and blank reference maps, draw out the geographical things to be reviewed with colored pens. Paint should pay attention to the following aspects:
(1) color map should highlight the key points and clarify the purpose. A picture can't be applied to all points, lines and surfaces. It is described as "dazzling", but it should be focused.
2 color painting should use all kinds of lines, colors and expressions. Geographical boundaries with different attributes can use lines with different thicknesses. Colors, whether points, lines or surfaces, should be distinguished according to the categories of geographical things. When drawing an area, you should also use different expressions, such as "dot" and diagonal lines. , this can also achieve the desired effect, saving time for large-scale painting.
(3) The color map should be accompanied by appropriate comments. If this "point" is "Tokyo", this "line" is the Beijing-Guangzhou line, and this "surface" area is the Loess Plateau, please mark it with words.
Sketch: This is an effective way to review geography, that is, to turn written geographical knowledge into sketches, or to simplify and abbreviate complex maps to highlight a certain element, an area and a certain problem. Attention should be paid to the design of geographical sketch:
(1) The sketch outline should be as simple as possible, and it is better to be composed of simple geometric figures, which can reduce the difficulty of drawing and make almost every student adapt to it.
② The content in a picture should not be too much or too complicated. It is necessary to highlight the main geographical features, take these "events" as the basic points of memory, and then get in touch with more knowledge.
(3) A painting can sometimes contain several geographical elements, such as topography, rivers, climate, minerals, cities and so on. Strengthen the organic connection between knowledge, but follow the principle of step by step, so that various geographical elements appear in an appropriate order, so that students can have a process of digestion and absorption.
: map analysis
The so-called map analysis is to carry out positive thinking activities on the map, including logical thinking and image thinking, and achieve the purpose of accurately understanding the connotation of the map through thinking. If looking at a picture is to solve the problem of "what" and "how", then analyzing this picture is to explain the problem of "why".
1 There are generally two kinds of problems. One is to guide students to analyze their principles by comparing similar geographical things. For example, the temperate maritime climate in Europe has a wide distribution area, while the distribution area in North America is small and strip-shaped. What is the reason? The second is to analyze the causes of special phenomena in the universal law. For example, on the "World Nature Belt" map, we can see that most of the places where the equator passes are tropical rainforests, but why do grasslands and even deserts appear in East Africa? The more such questions are asked, the more active the students' thinking will be and the more profound the analysis of the map will be.
When analyzing maps, we should deeply understand and apply the basic principles. Some students are used to memorizing the contents of maps while reviewing, and ignore the basic principles of geography. The result is that "things are different", and once you encounter some slightly modified reading analysis from textbook illustrations, you will be at a loss. Therefore, we should pay attention to the analysis of the diagram, thoroughly understand the basic principles contained in it, and study possible variants. In this way, we can change the mode with the same basic principle. For example, if the formation principle of southwest monsoon in Asia is thoroughly analyzed on the map, then the formation of natural northwest monsoon in Australia can also be correctly explained.
3 Pay attention to the correlation of knowledge before and after analyzing the atlas. When analyzing junior high school geography illustrations, if the content in the illustrations is related to senior high school geography knowledge, we should use the basic theory of senior high school geography to "guide" junior high school geography knowledge. For example, the schematic diagram of the origin of artesian wells in Australia is closely related to the knowledge of confined water in high school geography. When analyzing high school geography illustrations, if the contents in the illustrations are related to junior high school geography knowledge, we should take junior high school geography knowledge as the basis for in-depth understanding of senior high school geography knowledge. For example, in the second chapter of senior high school geography, when explaining the influence of ground conditions on airflow, a "schematic diagram of the influence of windward slope and leeward slope on airflow" is set up, and some examples of junior high school regional geography can be linked to the analysis, such as windward slope in the northeastern mountainous area of Taiwan Province Province and windward slope in the eastern mountainous area of Madagascar.
This multi-directional connection analysis can make students look forward and backward, broaden their thinking, and cultivate their knowledge transfer ability and problem analysis ability. Therefore, it is an effective method to guide students to gather relevant illustrations scattered in several chapters and flexibly combine pictures with picture-related knowledge.
4. Map analysis should use dialectical thinking method. In the process of map analysis, we should avoid using one-sided, absolute and static thinking methods to analyze problems. We should not only find out the general geographical laws and geographical causes, but also pay attention to the concrete analysis of specific problems, and we should not ignore individual phenomena and special laws. For example, Western Australia's climate type "spectrum" is different from other continents. The tropical desert climate is savanna climate on both sides, and the climate type in Australia is semi-circular. If students apply the general climate distribution law to Australia, they will make mistakes.
Look at this picture.
Looking at pictures is the first step in reading. In order to read the picture correctly, we must first observe the image correctly.
1 To eliminate the "obstacles" in looking at pictures. When you look at a picture, there are often one or two key points that you can't understand, and there is a phenomenon of "stuck". Therefore, it is necessary to eliminate "obstacles" in time and understand the image.
For example, some students think that the "urban industrial layout map" is difficult to understand. It turns out that there is a key: can you read the wind rose map? If you can understand it, it is easy to understand the relationship between wind direction and industrial layout.
2. Consider the order of the pictures. Look at the pictures in disorder, but according to the actual situation of various pictures, step by step in a certain order. The second volume of geography in senior high school has a map of the distribution of world oil resources, which is rich in content and should be observed step by step when reviewing. Step 1: See if the geographical distribution of oil is even? Is it mainly distributed in the northern hemisphere or the southern hemisphere? Step 2: Look at which regions and countries the world's oil resources are mainly distributed. Step 3: See which areas belong to oil exporting areas and which countries are oil importing countries. Step 4: What are the important oil transportation routes? What are the main marginal seas, bays, straits, ports, canals, islands, etc. Did you pass? Let the students form a relatively complete knowledge by looking at the pictures step by step. For example, looking at the water system map generally follows the order of upstream, midstream and downstream. When you look at the ocean current model map, you usually look at the ocean currents in tropical and subtropical waters first, and then at the ocean currents in polar and subtropical waters. However, the order of looking at pictures is not absolutely constant, and sometimes you can master them flexibly according to your needs and learning situation. If you look at the mountain distribution map of China, you can determine the order of looking at the map according to several groups of trends, or you can look at it in turn according to the orientation of our country. But no matter how you look at the picture, there must always be a certain "order".
3 change the angle of looking at the picture. Generally, it is necessary to look at the picture several times, and it is often impossible to see through and see it carefully just once. However, when looking at pictures repeatedly, we should not always look at pictures mechanically from the original angle, but change the angle of looking at pictures appropriately. This can often get good results. For example, on a map of world administrative regions, we can review the knowledge about geographical location from different angles and find out which major countries these lines pass through along the equator, prime meridian, tropic of cancer, South Arctic Circle and other special "lines". This kind of observation from different angles will produce a refreshing feeling. In addition, you can also see countries and regions where earthquakes and volcanoes are distributed along the Pacific Rim and the Mediterranean-Himalayas. Find out the coal distribution countries in the northern hemisphere along the mid-latitude belt from east to west, and so on.
Pay attention to the integrity of the picture. When looking at a regional map, you can't just look at a "line" or a "point", but look at it comprehensively and extend it to "block" or "surface". For example, if you look at the railway map of China, you should observe the terrain areas, major rivers, provinces and cities, mining areas, agricultural bases and so on. Looking at the geographical position of a city, we should consider the relative position of its "neighbors". Looking at the picture as a whole in this way is helpful to form the correct concept of spatial position, spatial distribution and spatial structure of geographical things.