图像作为地理教学过程中的重要资源，是课本和地图册的重要组成部分，与文字相比较，其生动、形象的特性，对学生的学习和教师的教学都有不可替代的作用。对地理教学图像的研究不仅体现了地理学科的独特性，更能优化教学过程，提高教师教学能力，培养学生的图像技能。同时研究教材图像的特征并如何进行有效教学，符合新课程标准的要求，也是初中地理教学中急需解决的问题。

本文主要从以下几个方面进行研究：第一，通过文献研究、访谈法、问卷调查法了解当前初中地理图像教学的研究现状和存在问题，明确地理图像的分类标准。第二，对现有教材中的地理图像进行分类和总结，分析地理图像的分布与教材内容的关系。第三，通过问卷调查和访谈的形式，从教师和学生两个角度调查分析地理图像的教学现状。第四，结合问题从教师和学生两个方面阐述图像教学的优化策略。

本研究以北京版初中地理教材为参考，对课本及配套地图册中的图像，按照图像的内容及形式分为六大类：地图、地理景观图、图表统计图、地理示意图、地理漫画、卫星遥感图像。北京版课本图像分布情况，七年级上册共有198幅，七年级下册237幅、八年级上册205幅、八年级下册172幅，共计812幅，其中地理景观图439幅占比54%、地图139幅占比17%、地理统计图表131幅占比16%、地理示意图90幅占比11%，地理漫画3幅占比0.3%，卫星遥感图10幅占比1%；配套地图册中，七年级上册294幅，七年级下册188幅，八年级上册238幅、八年级下册188幅，总图幅数908，其中地理景观图279幅占比31%，地图273占比30%，图表统计图165幅占比18%，地理示意图133幅占比15%，地理漫画47幅占比5%，卫星遥感图11幅占比1%。总体而言教材中景观图和地图占比最大，但在不同章节内容上有所差异。

通过问卷及访谈发现教师在图像教学中存在的问题有：教学中获取地理图像的方式单一、地理图像选择缺少科学性和权威性、教学中地理图像教学方式缺乏创新性、教学中对不同地理图像的教学策略缺少系统性的总结。学生存在的问题有：地图意识不足、获取知识的途径与学习方式单一、基础知识不牢固、实践和动手能力较弱且整合知识能力较低等。针对这些问题分别从教师、学生两方面提出具体的教学优化策略，教师方面：拓宽地理图像选择途径，共同建立图像资源库；规范图像的选用步骤，优化图像教学程序；明确地理图像类型，优化图像教学策略。学生方面：夯实学科基础，积累图像背景知识；规范读图方法，形成良好的读图习惯；学习构建心理地图，完善认识结构体系；与生活实际联系，迁移运用图像知识。

As an important resource in the process of geography teaching, images are an important part of textbooks and atlases. Compared with texts, their vivid and graphic characteristics have irreplaceable effects on students' learning and teachers' teaching. The study of geography teaching images not only reflects the uniqueness of geography subject, but also can optimize the teaching process, improve teachers' teaching ability and cultivate students' image skills. At the same time, the study of the characteristics of images of teaching materials and how to teach them effectively, in line with the requirements of the new curriculum standards, is also an urgent problem in junior high school geography teaching.

This thesis mainly conducts research from the following aspects: Firstly, through literature research, interview methods, and questionnaire surveys, we understand the current research status and existing problems of geographical image teaching in junior high school, and clarify the classification standards of geographical images. Secondly, classify and summarize the geographical images in existing textbooks, and analyze the relationship between the distribution of geographical images and the content of the textbooks. Thirdly, through questionnaire surveys and interviews, investigate and analyze the current teaching situation of geographic images from both the perspectives of teachers and students. Fourthly, elaborate on the optimization strategies of image teaching from both teachers and students based on the problem.

This study takes the Beijing edition of junior high school geography textbook as a reference, and the images in the textbook and the supporting atlas are divided into six major categories according to the content and form of the images: maps, geographic landscape maps, graphical and statistical maps, geographic schematics, and geographic cartoons, satellite remote sensing images. The distribution of images in the Beijing version of the textbook is 198 in the first book of the seventh grade, 237 in the second book of the seventh grade, 205 in the first book of the eighth grade, 172 in the second book of the eighth grade, 812 in total, including 439 geographic landscape maps accounting for 54%, 139 maps accounting for 17%, 131 charts and statistics accounting for 16%, 90 geographic diagrams accounting for 11%, and 3 geographic cartoons accounting for 0.3%, 10 satellite remote sensing images accounting for 1%. In the supporting atlas, there are 294 maps in the first book of Grade 7, 188 maps in the second book of Grade 7, 238 maps in the first book of Grade 8, 188 maps in the second book of Grade 8, with a total of 908 maps, of which 279 maps account for 31%, 273 maps account for 30%, 165 charts and statistics account for 18%, 133 geographic diagrams account for 15%, and 47 geographic cartoons account for 5%, 11 satellite remote sensing images accounting for 1%. Overall the textbook has the largest proportion of landscape maps and maps, but there are differences in the content of different chapters.

Through questionnaires and interviews, we found that teachers' problems in teaching images include: single way of acquiring geographic images in teaching, lack of scientific and authoritative selection of geographic images, lack of innovation in teaching methods of geographic images in teaching, and lack of systematic summary of teaching strategies for different geographic images in teaching. The problems of students include: insufficient map awareness, single way of acquiring knowledge and learning style, weak basic knowledge, weak practical and hands-on ability and low ability to integrate knowledge. Teachers: broaden the selection of geographic images and jointly establish an image resource base; standardize the steps of image selection and optimize image teaching procedures; clarify the types of geographic images and optimize image teaching strategies. For students: consolidate subject foundation, accumulate background knowledge of images; standardize map reading methods, form good habits of map reading; learn to construct mental maps, improve cognitive structure system; connect with life reality, transfer and apply image knowledge.