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Methods of Exploiting Geographical Knowledge from Maps



Sign.

- Step 2 : Organize students to discuss in groups

+ Divide the class into 3 groups, each group chooses a group leader and secretary.


+ Assign tasks to each group

Group 1 : Analyze table 24.3, combine observed images, please

Comment on the change in the urban population ratio and the rural population ratio?

Group 2 : Analyze the map of urban population ratio in the world, period 2000 - 2005, complete the following table:

Urban population ratio

Region, country

Highest


Lowest


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Methods of Exploiting Geographical Knowledge from Maps

Group 3 : Referring to reality, please tell the manifestations that show the lifestyle of rural people is moving closer to urban lifestyle. Shown in:

How has the proportion of non-agricultural population changed?

How does the structure of residential areas change?

Other symptoms?

+ Students in groups discuss in groups (Time 5 minutes)

+ Student representatives from each group present the results of the group's discussion. Students from other groups add. The teacher summarizes the discussion and clarifies the discussion content.

- Step 3 : Teacher asks: From the characteristics analyzed above, what is the concept of urbanization?

+ Students present the concept of urbanization

+ Teachers define the concept precisely: Urbanization is a socio-economic process whose manifestations are the rapid increase in the number and size of urban residential areas, the concentration of population in cities, especially large cities, and the widespread dissemination of urban lifestyle.


Small group discussion creates conditions for students to participate more widely and comfortably than class discussion. When discussing in small groups, those who are shy when speaking in front of the whole class can present their opinions, can present in words with pictures, tables, drawings. Group discussion has many advantages in forming the concept of socio-economic geography for students, so it should be applied. The biggest difficulty in discussion is time. Therefore, teachers must consider between ensuring the lesson objectives and the time specified in the lesson.

2.3.4. Methods of exploiting geographical knowledge from maps

Maps are a visual aid, an important source of geographical knowledge. Through maps, students can have a general view of large territories, remote areas on the Earth's surface that they do not have the conditions to go to observe.

In terms of content, maps have the ability to reflect the distribution and relationships of geographical objects on the Earth's surface in a specific way that no other means can do. The symbols, colors, and expressions on the map are geographical contents that have been encoded, becoming a special language - the language of maps.

In terms of method, maps are considered visual aids, helping students exploit, consolidate knowledge and develop thinking in the process of teaching Geography. To exploit knowledge on maps, students must first understand maps, read maps, which means they must grasp theoretical knowledge about maps, on that basis, they must have skills to work with maps.

Among the skills of exploiting map information, the most difficult and complicated skill for students is map reading. To read a map, students must follow two stages:

- Phase 1: memorize the names of pre-existing geographic objects encoded in the program, consider their locations on the map and their relationships.


spatial relationships with other objects, find and point to the correct location on the map, identify the characteristics of the objects shown on the map. This can only be done when students have a clear understanding of the system of symbols on the map.

- Stage 2: explores interrelationships and causalities, outlines signs that are not directly represented on the map, but are related to their manifestations, and describes an area in general.

Methods for training map skills for students in class include: Teachers demonstrate, ask questions based on maps, and give students exercises using maps. Questions related to maps are usually in the form: Where? Why there? Or: How are they related to each other? Observe and state the main characteristics of objects?

* Example: Applying the method of exploiting geographical knowledge from maps to form the concept of Population Distribution (Lesson 24 - Geography Textbook 10).

The essential signs of the concept of Population Distribution, there are 2 following signs:

+ The spontaneous or voluntary arrangement of population on a territory

+ Suitable for living conditions and social requirements. Steps to form the concept of Population Distribution for students:

- Step 1 : Teacher hangs up a map of Population distribution and major cities in the world.

- Step 2 : Guide students to analyze the map above.

+ Based on the symbol system on the map, find the symbols showing the world's population density: high, low, ...

+ Determine the distribution of world population density on the map?

+ From the above population density distribution, what comments do you have about human settlement (residence)?

Answer: Humans live in communities.

Densely populated areas, sparsely populated areas.


+ From the map combining the knowledge learned in grade 9, please comment and explain the population concentration in the Red River Delta and the Central Highlands of our country? What is the main reason for the increase in the population of the Central Highlands in recent times?

Answer: The Red River Delta has a very high population density, due to favorable living conditions; the Central Highlands has a sparse population due to difficult living conditions. In recent years, the population of the Central Highlands has increased mainly due to mechanical growth, because of the State's policy of sending people to build new economic zones here.

+ Teacher summarizes the characteristics of population distribution.

- Step 3 : Define the concept of population distribution.

+ Question: From the characteristics of population distribution, what is the concept of population distribution?

+ Students answer. Teachers define the concept: Population distribution is the spontaneous or voluntary arrangement of population in a certain territory, in accordance with living conditions and social requirements.

Thus, the method of exploiting geographical knowledge from maps is a very suitable method to form socio-economic geographical concepts for 10th grade high school students in Bac Kan province, because as analyzed, students in the province are limited in abstract thinking. Maps are both a source of knowledge and a visual aid that will help students form socio-economic geographical concepts more effectively.


2.3.5. Grap method

Graph is a diagram that visually represents the content of a lesson. Therefore, this method can also be called a diagrammatic method in teaching.

The diagrammatic structure of a Geography lesson will be a unified network of horizontal and vertical circuits created by the intellectual logic of the lesson and the relationships between them.


Multidimensional relationships are closely linked together including: basic knowledge peak, inferential knowledge peak, analytical knowledge peak, essential knowledge peak, evaluation.

In practice, we will use descriptive diagrams, where vertices are modeled by points such as circles, squares, or hollow rectangles, and arcs are directional lines (straight, curved, or zigzag arrows).

In teaching, we will use orientation graphs, here the graph essentially describes the network of teaching activities and the logic of that activity. Therefore, the most important thing for teaching graphs is the teaching content graph. Teaching content graphs, also known as lesson content graphs, are models that structure lessons in an intuitive, general, and concise way of the content of textbooks and lessons. Lesson content graphs include:

+ Basic knowledge of the lesson (key concepts or ideas).

+ The derived connections between key knowledge express the internal development logic of the lesson, from initial knowledge to final conclusion.

To structure knowledge of graph diagrams, teachers carry out the following steps:

+ Based on textbook documents, choose lessons and parts that can apply grap.

+ In each lesson, the teacher analyzes the entire basic content, finds the main concepts, the original concepts - called the peak, the following concepts are called the development peak.

+ Arrange knowledge in a reasonable order, consistent with the development logic of knowledge content.

+ Encode key knowledge to be included in the vertices.

+ Create arcs connecting vertices based on the relationships between them.

Graph diagrams can be used to form concepts, to review the end of a chapter (or to summarize a lesson), and to test students in class or for homework. To teach a new lesson completely using a graph diagram is still


can be done but rarely because class time does not allow. Therefore, using this method to form a certain concept is most convenient.

To form the concept of socio-economic geography for students using the grap method, teachers can proceed with the following steps:

+ Step 1: Teachers pay attention to selecting peaks and establishing cause-and-effect relationships to clarify the concept that needs to be formed. Guide students to grasp the core knowledge (peak 1), the developing knowledge (peaks 2, 3 ...).

+ Second step: after students are familiar with the teaching and learning method according to the graph diagram, the teacher conducts the second training step which is to outline the main ideas of the concept, then let students create their own graph.

+ Step three: The teacher creates a graph and lets students create an outline of the concept and draw conclusions.

discussion

* Example: Applying the grap method to form the concept of Market

(Lesson 40 - Geography Textbook 10), following the deductive path.

The steps are as follows:

- Step 1 : Teacher hangs a simple diagram of market operations (enlarged in the textbook)



Goods and services exchanged

BUYER


SELLER

Equivalent (gold coins, ...)

- Step 2 : Question: Through the diagram above, what is the concept of market? How many signs does the concept of market have?

Answer: The market is a meeting place between sellers (seller) and buyers (buyer), through the exchange of goods and services.

The concept of Market has two signs:

+ A place to meet and exchange goods and services

+ Seller (selling side), buyer (buying side)

- Step 3. ( to deepen the concept for students). Ask:

+ In reality, please tell me where the market is?

Answer: market, supermarket, stock market, online shopping market...

+ What types of markets are there?

Based on the item with market of goods, labor, capital, brainpower

...

Based on space there are domestic market, foreign market.

The formation of socio-economic geographical concepts by the graph method has a positive effect on developing students' independent thinking (training students to think in general, helping students learn new lessons intelligently through finding logical connections between geographical phenomena and applying scientific knowledge to solve new situations. Moreover, the advantage


The advantage of the graph diagram method is that it is intuitive, so it is very suitable for 10th grade high school students in Bac Kan province.

2.4. Applying teaching methods to form socio-economic geography concepts in some lessons in the Geography 10 textbook at Bac Kan high school.

Due to the difficult socio-economic situation of Bac Kan province, the facilities for teaching and learning are still lacking. The cognitive characteristics of students are still limited, their ability to think abstractly is poor, especially thinking operations such as comparison, analysis, synthesis, generalization, and the ability to transfer the teacher's lectures to the thinking of students is difficult. However, these weaknesses are not the nature of ethnic minority students in the province but due to limitations in living conditions and circumstances. Therefore, in the process of forming concepts, teachers should take advantage of concrete thinking to guide students to understand abstract thinking. The method of forming concepts by induction, that is, from specific to general, is suitable for the students of the province, especially using visual teaching aids such as maps, pictures, specimens and taking examples close to students' lives to form socio-economic geography concepts. Applying teaching methods to form socio-economic geography concepts for students, in which teachers pay special attention to clearly stating the signs of that concept , the path and steps to form that concept.

Within the framework of the thesis, we only present the method of forming the concept of socio-economic geography in some lessons in the Geography Textbook 10, which are:

- Lesson 23. Population structure.

- Lesson 24. Population distribution. Types of settlements and urbanization.

- Lesson 36. Role, characteristics and factors affecting the development and distribution of the transport industry.

- Lesson 40. Geography of commerce.

Specifically each article is as follows:


Lesson 23: POPULATION STRUCTURE

I. Lesson objectives

1. About knowledge

- Students understand and distinguish between types of population structure by age, by gender, by labor and by educational level.

- Recognize the impact of population structure on population growth and socio-economic development.

- Know how to divide the population by age group and how to represent the age pyramid.

2. About skills: Practice skills in analyzing and commenting on data tables, charts, diagrams, and population structure diagrams.

3. Regarding attitudes and behaviors: Students are aware that our country's population is young and the need for education and employment is increasing. They are aware of the role of young people in population, education, labor and employment.

II. Teaching equipment

- Wall textbook map of population distribution and major cities in the world.

- Figure 23.1 in the textbook (enlarged).

- Computer and projector.

III. Concepts and hierarchy of concepts of the lesson

(As shown in Figure 2.2)

IV. Concept formation method

- Raise issues, open dialogue, group discussion, graph diagram.

- Exploit the image channels in textbooks and other data tables.

- In particular, it is necessary to connect knowledge learned in lower grades because some concepts in the lesson are related to knowledge students learn in grades 7 and 9.

V. Teaching organization

* Introduction: The teacher explains the term "Population structure" and the significance of studying population structure.


Teacher and student activities

Main content

* Activity 1 : Students work in pairs. Form the concept of population structure by gender.

- Let students calculate the correlation between males and females according to the data: In 2005, Vietnam's population was 83.12 million people, of which 40.85 million were males and 42.27 million were females.

- Students read the results, the teacher corrects the results.

- Question: What is the population structure by gender?

- Students answer. Teacher corrects the concept.

- The teacher hangs up a board of data on the population structure by gender of our country over the years. What do the students think?

- Question: Does gender structure affect

socio-economic development? Give an example?

I. Biological structure

1. Population structure by gender

- Concept: Population structure by gender represents the correlation between males and females or compared to the total population.

- The population structure by gender fluctuates over time and is different at each step.

- Affects economic development, life organization and strategic planning

socio-economic development

* Activity 2: Individual / group. Forming the concept of population structure by age, population pyramid.

- Question: What is the age structure of the population?

- Students answer. Teacher corrects knowledge.

- Group discussion: 4 groups (Time: 5 minutes)

Step 1 : Teacher assigns tasks to groups

Group 1+3 : Based on the age structure table in the textbook, page 90, distinguish between countries with young and old population structures? What is the impact of each type of structure on socio-economic development?

Group 2+4 :

+ Observe and analyze population pyramids in

2. Population structure by age

- Concept: Population structure by age is a set of groups of people arranged according to certain ages.

- The population structure by age is divided into 3 groups

(Textbook)

- Developing countries have young population structures,

developed countries have the opportunity


What does the textbook say about a population pyramid? What does it mean?

+ Compare the differences between 3 types of population pyramids (base, top, showing population characteristics) and create a comparison table.

Step 2 : Students in groups discuss. Step 3 : Group representatives report the results. Other groups add.

Step 4 : Teacher prepares knowledge and connects structure

Vietnam population

aging population

- The population pyramid is a chart showing the population structure by age and sex.

- Three basic types of population pyramids (Comparison table).

* Activity 3 : Individual . Forming the concept of population structure by labor.

- Question: Follow the content a. What does the textbook say about labor resources? Complete the following diagram:

Labor resources


Active population Active population

economic activity economic activity


- Question: Read section b. The textbook combined with figure 23.2 shows: How many groups are there in the active population by economic sector? Which country has the highest proportion of active population in sector I? The lowest? Explain why?

- Students present results. Teacher corrects knowledge.

- Contact: Teacher hangs up the labor structure chart of

II. Social structure

1. Population structure by labor

a. Labor resources

- Concept: labor resources are people of working age who are able to participate in labor.

- Labor resources are divided into 2 groups:

(Diagram)

b. Active population by economic sector

- Active population by economic sector includes 3 areas (Textbook).

- In developed countries the ratio

Labor rate in region I is lowest, region 3 is highest


Vietnam in 2003. Let students comment?

best.

* Activity 4 : individual. Concept formation

2. Population structure by

population structure by cultural level

cultural level

- Question: Based on the text channel in the textbook page 92, you

- Population structure by process

Please tell us the meaning of population structure according to

cultural significance

cultural level? Criteria for assessing level

important, because it reflects

culture? How do you understand those indicators?

education level

- Students answer, other students add.

of the population.

- Teacher standard knowledge.

- Evaluation criteria:


+ Literacy rate: is


percentage (%) of

- Question: Based on table 23 in the textbook, draw conclusions.

people 15 years and over

comment?

know how to read, understand and write

- Vietnam Contact: has a literacy rate of

simple sentence

92%.

+ Number of years in school: is


highest number of years that average


average person from 25 years old


or more to go to school.


VI. Evaluation: Ask students to complete and state the meaning of each layer of the following diagram:



Population structure

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