Shan Zhaowei Nanjing Tianjiabing Senior High School
"Digital Planet System" (Digital Globe System) is a project introduced, digested, absorbed and re-innovated by the Teaching Instrument Institute of the Ministry of Education from the United States. The classroom teaching in the digital planet system environment is based on computer technology, through the software control platform, resource software and digital video sphere screen, fusion of multimedia information, real-time interactive presentation and screen-in-screen functions, to achieve subject integration and supporting resource development The instant display of astronomical and geographic information in a three-dimensional mode enables us to study and explore the cosmic space environment and the earth environment from a global, holistic, comprehensive and regional perspective.
The application of the digital planet system in middle school geography teaching has just started. How to effectively integrate the digital planet into daily teaching and realize its huge potential is a problem that we must continue to explore.
1. Apply the digital planet system to effectively break through the difficulties of geography teaching
Geography knowledge involves a wide range of areas, there is a lot of theoretical knowledge, it is difficult for students to master, and there is also a lot of abstract knowledge, which is easy to make students feel boring, so they are not interested in geography classes, and even have emotions of fear, which is extremely unfavorable for the study of knowledge. . Because it is beyond the perception of students (or it is difficult to imagine the movement and changes that actually occur in three-dimensional space through teacher explanations), it often forms obstacles to students' geographic learning. For example, in the "Geography (Compulsory)", the movement of the earth, the latitude and longitude network, the movement of the direct solar point, the change in the height of the noon and the sun, the change in the length of the day and night, the atmospheric movement, the cause of climate, etc., using general multimedia, although it can be abstracted into specific, It can even change static to dynamic, but students' cognition is still flat. Especially for high school students, they have not been exposed to solid geometry while learning this part of the content, which hinders the cognitive process of students and forms the difficulty of teaching.
The application of the digital planet system, through the effective integration of the teaching process of geography, creates a new teaching environment, so that students can obtain a continuous, dynamic and three-dimensional image of perceptual knowledge. This reduces the difficulty of teaching, resolves the difficulties of knowledge, and improves the efficiency of classroom teaching. Students learn vividly and intuitively.
For example, in the teaching content of "The Movement of the Earth", one of the characteristics of the rotation of the earth, "speed" is both the focus and the difficulty, and the characteristics of the angular velocity and linear velocity of the sphere are physical quantities that are not easily expressed in plane geometry.
In the previous teaching, because the linear velocity is plane geometry and the angular velocity is solid geometry, it is not easy for teachers to explain in one picture. Teachers have to teach the two separately. It is difficult for students to integrate the knowledge points of the two. , This knowledge point is not easy to understand and master.
Let students use the digital planet system to observe the dynamic model of the earth. They can not only observe the movement of each point and surface at will, but also adjust the speed of the rotation of the earth. This clearly shows the changes in the angular velocity and linear velocity of each observation point on the earth. So that students can concretely and vividly understand the rotation of the earth.
2. Application of digital planet system to train students' space imagination
Geography is a science expressing the relationship of spatial phenomena, and has characteristics different from other disciplines. The digital planet system can help students perceive the law of global change from a regional and dynamic perspective, and cultivate students' spatial imagination.
In the past teaching, since the students in Grade One have not been exposed to solid geometry, their students can still solve some simple spatial problems with the help of a globe. However, when they encounter more complicated spatial changes, learning like the "Morning and Dawn Line" is very difficult. Too.
The author uses the digital planet system to allow students to observe the near-real change of day and night. The teacher controls the rotation of the sphere and fixes the screen of the sphere at a position where students need to observe (such as the morning line). Then let the position of the morning line stay the same, and the earth continues to observe the characteristics of the morning line since transferring students. Because of the limitation of the viewing angle, some say straight, some say arc, some say bisect the earth, and some say not bisect. At this time, the teacher asked the students to observe in front of the sphere (to control the rotation speed of the sphere to slow down). One student held the morning line and the other student found any point on the sphere. The students found that after the earth rotated through the morning line The place changed from night to day. When the teacher shifted the observation position to the faint line, the students quickly concluded that the principles of the morning line and the faint line are the same. After seeing this scene, the students reacted very strongly, and they all lamented: "It turned out that it was such a movement. ".
At this time, the teacher allowed the students to draw the morning and evening lines while observing, and their accuracy was greatly improved. In the future teaching, they found that they had a deeper memory of this part, and the students' spatial imagination ability was greatly improved.
3. Comparison of Digital Planet System and Traditional Multimedia
1. Conducive to training students' ability to read pictures, use pictures and draw
A major feature of geography teaching is that students are required to implement the location of geographic things on the map, and can fill in or draw on the blank filled map. Traditional multimedia generally can only make a partial map, and the map can be zoomed in and out at will. The digital planet system can not only see the full three-dimensional map, but also highlight a certain part to achieve the combination of points and planes. It can also show any side or point of the three-dimensional map in front of the students, which is convenient for students to master geographical knowledge. Such as: Earth rotation movement, the direction of the earth's rotation is from west to east, but when looking at the direction of the earth's rotation over the North Pole and the South Pole, it is quite opposite. This is difficult for students to imagine. Control the sphere to rotate from the equator direction to the north pole or the south pole to face the student, and the student can clearly observe the scene of the earth's rotation from the south pole. The drawing of the morning and evening lines is a difficult point. It is difficult for traditional multimedia to express the characteristics of the morning and evening lines intuitively. However, through the digital planet system, students can watch and touch the sphere at close range and carefully observe the shape of the morning and evening lines. All of the above and below can be displayed in front of classmates at the same time, which is not possible with traditional multimedia, and it has greatly helped students' ability to read pictures, use pictures and draw.
2. Facilitate students to make classroom notes
In the traditional teaching method, the students also completed the process of taking notes while writing on the blackboard. However, the geography teaching has rich and complex board drawings and paintings, which are difficult to fully display on the limited blackboard. The teacher completes the board drawings and boards Painting takes a lot of time.
Under the traditional multimedia teaching method, the role of maps in geography teaching can be brought into play, and the effect of unifying graphics and text can be achieved. The efficiency and quality of teaching can be improved by means of animation simulation, partial enlargement, and process demonstration. However, the capacity of a slide is limited. Pictures and text are often separated. Students often cannot see the summary of the text when they see the picture. If students take notes, they must switch between pictures and text. This is not convenient for students to take notes. , And it is not convenient for students to memorize the combination of graphics and text, and it is difficult to form the overall memory effect of the combination of graphics and text.
In the digital planet system, the picture on the sphere and the content on the screen complement each other, which neither delays the presentation of the image nor prevents students from taking notes, and can play a role of mutual reference and comparison.
4. Raise students 'interest in learning geographical knowledge and arouse students' enthusiasm for learning
The use of the digital planet system brings new and exciting stimuli, arousing students' curiosity and attention. To enable students to learn in specific and sensible scenarios, they can receive more results with less effort.
Classroom teaching atmosphere, students' attitudes and emotions have a great direct impact on teaching effectiveness. In the Digital Planet class, students have a particularly strong learning interest, a high enthusiasm, and a very active classroom atmosphere. After class feedback, most students like this novel multimedia teaching method. In their own words: "I feel fresh, relaxed, and happy to take the planet class and want to answer questions."
Digital planet system is a modern teaching tool, which can really improve the teaching effect in teaching. But do n’t use it as a panacea to improve the teaching effect, and excessively pursue and use the use function of the digital planet, so that students feel like watching teachers play. Teachers should grasp the leading position and role in teaching, through the design of the teaching process and the flexible operation, to make the digital planet play the best teaching function and avoid becoming the narrator of the digital planet system.
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