I. Normative reference standards
u “Specifications for the Equipment of Special Classrooms for Geography of Middle School” by the Ministry of Education
u JY/T 0386-2006 “Standard of Junior Middle School Science Teaching Instrument”
u JY/T 0385-0385 “Standard of Primary and Secondary School Science Teaching Instrument”
u JY/T 0406-2010 “Standard of High School Science Teaching Instrument”
In combination with the characteristics of geography courses and science education and the development trend and trend of information technology, the following ideas are followed in the design of digital geography classrooms:
1. Focus on practical teaching, give consideration to research-based learning, school-based curriculum development and interest group activities;
2. Highlight the frontier of geography and education characteristics of science, and highlight the combination of natural geography and human geography;
3. Make full use of modern education technology, take "digitalization" as the leading role, break through the limitation of time and space, provide more high-quality and updated scientific information for students, and timely integrate the latest achievements into the teaching process;
4. Meet students' different geographical learning needs, establish diversified and selective geographical teaching environment, and meet students' different learning needs of exploring natural mysteries, understanding social living environment and mastering modern geographical science, technology and methods;
5. Support and prop up the transition from the lecture-based teaching mode relying on traditional classrooms and traditional media and technology in the past to the developmental teaching mode relying on independent learning and collaborative learning in the digital information technology environment.
II. Functions and requirements
2.1 design requirements
In order to facilitate students to access a variety of geographical information data such as dynamic environmental data, remote sensing and telemetry data and data of geographical cases involved in each standard course and textbook, facilitate students to carry out practical activities, and create conditions for exploratory learning and subject experimental activities; Create conditions for heuristic, inquiry-based, discussion and participatory teaching; Infiltrate the frontier of geographical science development into the course teaching.
2.2 functional requirements
It can meet the requirements of geography education teaching and facilitate students to be familiar with, touch and operate conventional geographical teaching instruments and modern geographic information technology. Learn to use the globe and digital planet system to locate and obtain information about people, regions and the environment; Ability to use and build maps; Learn to select and use appropriate graphic skills to present maps and evidence in diagrams; Learn how to select and use indirect evidences -- satellite remote sensing images and other data (instruments, models, specimens, etc.) for learning; Learn how to use modern geographic information technology to obtain dynamic geographic change information, master 3S technology to process, present and analyze geographical evidence; Understand how to create virtual real 3d geospatial environment and analyze geographical problems.
