地理技术通过数字模型、数字地图和以这些为代表的交互工具为空间信息的传播提供了渠道。然而，基于地理信息科技的地理课程能否对学生的空间思维尤其是地理关系思维的发展有贡献，以及在课堂上，学生对于有无空间辅助技术辅助教学有怎样的认知与看法等问题仍未得到很好的解释。针对上述问题，本文将对荷兰的一项关于空间技术对空间关系思维的影响的准实验研究案例加以介绍，供国内研究者参考。案例中荷兰的研究学者将实验中的班级分成两类，一类班级上基于地理空间技术的课程（实验班），另一类班级进行常规课程系列，并分别在实验前后对参加实验的班级进行了预测试与后测试。尽管课程系列只包含了三节课程，荷兰的研究学者最终得出结论：基于空间技术的课程系列对学生的空间关系思维的发展明显地要比传统课程系列贡献大。%Geography technology through digital models,digital maps and interactive tools provides a channel for communication of spatial information.However,there has not been adequate explanation to whether geographic curriculums based on geographic information technology contributes to students’ spatial thought process,especially in geographical relational thinking.Nor has there been explanation to whether students’ views and opinions on whether there exists spatial supportive technology and supportive education.According to the above issues,this article introduces an experiment in Netherland that studies influences of spatial technology to spatial relational thinking for our domestic researchers as references.In this case,Dutch researchers divided experimental classes into two groups,where one class uses geospatial technology courses(experimental class) and the other uses routine courses.The classes conducted a test before and after the experiments.Although the curriculum design contains three lessons,Dutch researchers concluded that courses based on spatial technology offered much for students’ development of spatial relational thinking than routine courses.
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