[[abstract]]In the past decade, both international trends on educational reform and claims for educational multiplicity and opening have influenced the development of Taiwan’s education at all levels. The education of many subjects in high school is undergoing great change, such as the construction of integrated curriculum, publishers’ right to design instructional materials and high school students’ choice of examination subjects. All of these have great impact on the teaching of high school Geography. At the junior high level, Geography will be integrated into the subject of Social Science, whereas at the senior high level, students will not be obligated to study all materials of Geography. Both of these might possibly minimize the role of Geography. Under such circumstance, the academic filed should actively turn this seemingly declining situation into opportunities for reforming Geography education. Since map is an important tool in the modern life and plays an important role in Geography education, it is important to explore the value and potential of map learning and teaching in high school. Since topographic maps contain much quantitative data, such as information about geomorphology, students can learn to understand the charateristics of maps through them. Therefore, the researcher tried exploring how topographic maps are taught and learned in Taiwan’s senior high school. The research questions of this study are as follows: 1. What are the features of instructional materials and testing content of topographic maps in Taiwan and other countries? 2. How do the teachers in Taiwan’s senior high schools teach topographic maps? 3. What are the students’ basic knowledge of learning topographic maps? 4. What are the senior high school teachers’ and students’ opinions of the instruction and evaluation of topographic maps? In order to answer these questions, First the concept of “knowledge field” was adopted to analyze the core knowledge of topographic maps. Following this, a series of experiments were designed to collect students’ test performance, and 3 questionnaires were tested to capture their learning experiences. Several instructional experiments and class observation by the researcher were also conducted to understand the teachers’ instructional strategies and students’ learning behavior. Finally, the research findings were synthesized into a theoretical framework of the instruction and learning of topographic maps. The results of this research can be summarized as below: 1. The instructional strategies of topographic maps include activity design, metaphor & reasoning embedment, test design, and direct explanation through pictures. If the topographic maps are introduced to the students as supplementary instructional materials, the students with better perofrmance have more positive atttitude toward learning. 2. Altitude is the core concept of topographic maps reading. The students need capabilities of calculation, logical thinking and spatial and visual thinking in order to read topographic maps. 3. The fators critical to the students’ reading of topographic maps include the printing colors of the maps, the size of scale, their outdoor activity experiences, their familiarity with the map areas and their academic performance. 4. Most teachers and students have positive attitudes toward the integration of topographic maps into Geographic text books. Because topographic maps could enrich their geographic knowledge, and make their learning more practical.
To submit an update or takedown request for this paper, please submit an Update/Correction/Removal Request.