现今随着技术进步，多媒体已在课堂教学手段中占据主要地位，部分地理教师存在依赖多媒体而忽视板书、 板图、 板画（简称“三板”）设计的问题，但传统的地理“三板”教学亦有着独特的优点，如何将多媒体与“三板”有机结合并进行创新从而适应地理课堂教学，是一个亟待解决的问题。

首先，本文通过文献研究发现，对于多媒体和地理“三板”结合方式的研究较少，大部分研究主要采用行动研究的方式，更关注“三板”与多媒体结合相对于只使用三板或多媒体教学的学习效果。而本文着重于研究三板与多媒体的组合方式，并将组合方式运用于不同教学案例中。

为了解地理“三板”与多媒体教学的现状，本人设计发放了教师和学生的调查问卷，共回收94份教师有效问卷，441份学生有效问卷，教师和学生问卷得出的结果具有共同点：教师和学生都认为多媒体辅助地理教学的主要缺点为课堂信息量大，所学知识难以及时消化理解，课堂节奏太快，没有时间记笔记，且都认为复习课、习题课和自然地理类新课以板图板画为主上课效果比较好，有必要将两种教学手段相结合。

其次，通过相应的问卷调查结果，探讨“三板”和多媒体教学结合的具体方式，构建了组合系统。总结出主要的结合方式为：1、依据地理知识类型的三板与多媒体组合方式。将地理知识主要分为感性知识和理性知识两大类，其中感性知识又划分为五小类，理性知识分为四小类，针对每类知识类型的特点提出可用于教学组合的三板和多媒体类型。并在新课案例的选择上，分别选取了以自然地理为代表的地理理性知识案例和以区域地理为代表的地理感性知识案例，并将组合方式运用其中。2、依据“三板”与多媒体自身类型的组合方式。针对“三板”与多媒体自身的优缺点，提炼出文-图、图-图、图文-视频动画、画-图文四种结合方式，并进一步分类细化，结合具体的典型地理习题，又提出了七种板图、板画与多媒体的结合方式，能够很好地解决地理事物的立体空间分布转换与时间尺度演化等多种不同情境中的问题。

“媒于效率，板于灼识”，各种教学手段都是为教学而服务的，依据不同的组合方式，可为教师在地理教学实践中提供参考，随着“三板”的不断创新与新型多媒体辅助地理教学手段的出现，也可进一步完善两种教学手段的组合方式，以此来迎接未来教学中的各类挑战。

Nowadays, with the progress of technology, multimedia has occupied the main position in classroom teaching. Some geography teachers rely on multimedia and neglect the design of  text on blackboard、map on blackboard、drawing on blackboard(abbreviate to “three elements on blackboard”). However, traditional “three elements on blackboard” for geography teaching also has its unique advantages. How to combine multimedia and “three elements on blackboard” organically and innovate to adapt to geography teaching is an urgent problem.

First of all, through literature research, this paper finds that there is less research on the combination of multimedia and “three elements on blackboard” for geography teaching. Most of the research mainly adopts the way of action research, and pays more attention to the learning effect of “three elements on blackboard” and multimedia combination compared with only using “three elements on blackboard” or multimedia teaching.

In order to understand the current situation of “three elements on blackboard” for geography teaching and multimedia teaching, I designed and distributed the questionnaire for teachers and students, and collected 94 valid questionnaires for teachers and 441 valid questionnaires for students. The results of the questionnaire for teachers and students have something in common: both teachers and students think that the main disadvantage of multimedia assisted geography teaching is the large amount of information in the class, the knowledge learned is difficult to digest in time, the class rhythm is too fast, and there is no time to take notes. They also think that the review class, exercise class and the new class of natural geography mainly focus on blackboard painting have better effect, so it is necessary to combine the two teaching methods.

Secondly, through the corresponding questionnaire survey results, this paper discusses the specific way of the combination of “three elements on blackboard” and multimedia teaching, and constructs a combined system. The main ways of combination are summarized as follows: 1. The combination of three boards and multimedia according to the types of geographical knowledge. Geographical knowledge is mainly divided into two categories: perceptual knowledge and rational knowledge. Perceptual knowledge is divided into five categories, and rational knowledge is divided into four categories. According to the characteristics of each type of knowledge, this paper puts forward “three elements on blackboard” and multimedia types that can be used for teaching combination. And in the case selection of the new course, I select the case of geographical rational knowledge represented by natural geography and the case of geographical perceptual knowledge represented by regional geography, and use the combination mode.2. According to the combination of “three elements on blackboard” and multimedia itself. In view of the advantages and disadvantages of “three elements on blackboard” and multimedia itself, this paper abstracts four ways of combination of text-picture, picture-picture, picture-video animation and paint-picture and text, and further classifies and refines them. Combined with specific typical geographical exercises, seven ways of combination of picture on blackboard, drawing on blackboard and multimedia are put forward, which can well solve the transformation of three-dimensional spatial distribution and time scale evolution of geographical things Questions in different situations.

“media for efficiency, ‘three elements on blackboard’ for insight", all kinds of teaching means serve for teaching. According to different combination ways, it can provide reference for teachers in geography teaching practice. With the continuous innovation of “three elements on blackboard” and the emergence of new multimedia assisted geography teaching means, it can further improve the combination ways of the two teaching means, so as to meet all kinds of challenges in future teaching.