地理图像是地理的第二语言，是学习地理的重要工具。地理图像的阅读与应用可以更好地培养学生的动手能力和思维能力，培养全面发展的人。伴随着我国初高中地理课标的更新，地理图像作为地理信息的重要载体，课标对其学习的要求进一步加强。现有地理教学资料中，最能体现地理图像教学优势的就是地理图册。目前各版本的初高中地理教科书都有配套的地理图册作为教科书的辅助，但在中学地理课堂中，受实际教学任务的影响，地理图册往往被弃之一边，地理图册的使用率较低，没有发挥地理图册作为地理学习重要工具的作用。

为充分发挥地理图册的使用价值，本论文首先通过问卷调查法，对当前初高中地理课堂中的地理图册使用现状进行了调查分析。结果表明，学生方面，排除主观因素，学生使用地理图册的频率取决于教科书知识的复杂程度和地理图册使用的便利程度。而地理教师普遍反映出的地理图册问题是教科书与图册分离、使用不便，其次是图册中的部分内容和图像缺乏说明和指导使得阅读较为困难。因此地理图册的修订思路在于如何解决书册分离使用不便的问题以及为图像增加适当简洁的说明与讲解。而前者需要明确地理图册在地理教学中的定位。

过去教科书不能印刷彩色地图时，地理图册作为教学用图的必需品存在，而印刷条件改善后，地理图册依旧存在并伴随着教科书不断编写、出版，因此目前地理图册处于一种怎样的定位尚未由学者给出明确解释。为探明地理图册的定位，需对地理图册的内容进行梳理，同时与教科书进行对比分析。本论文通过文献研究法、内容分析法和比较研究法，从图像内容、图像尺度、图像形式和图像比例尺四方面对中图版初中地理图册和高中地理图册的内容进行归类统计，并利用卡方检验法将教科书和图册内容进行了差异分析。

结果表明：初中地理图册与地理教科书在图像的内容、尺度和形式方面差异显著，图像比例尺差异不显著。内容方面图册与教科书很多内容相似或相近；尺度方面，图册突出大区域视角，而教科书更强调局部区域；形式方面，图册中地图和景观图远多于教科书。高中地理图册与教科书在图像内容和图像形式方面差异显著，在图像尺度和比例尺方面差异不显著。内容方面图册与教科书的图像分布重心不匹配；尺度方面，图册和教科书差异不显著，图像重心均集中于局部区域图；形式方面，图册中占比最高是地图，教科书中占比最高的是景观图。初、高中地理图册中大比例尺图像都较少，没有发挥地理图册补充教科书缺失信息和精确信息的功能。

最后根据对初高中地理图册的内容分析和实际使用中存在的问题，分别从教学和地图册修订两方面提出策略。针对目前地理图册存在的问题，最为首要的是明确地理图册的定位：地理教科书的辅助资料或地理专业的工具书，只有确定地理图册的定位后才能对地理图册做出合适的内容调整。

Geographical image is the second language of geography and an important tool for learning geography. Reading and application of geographical images can better cultivate students' practical ability and thinking ability, and cultivate all-round development. Along with the renewal of geography subject matter in junior and senior high schools, the geographical image is the important carrier of geography information and the requirements for its learning are strengthened further. Among the existing geography teaching materials, the one that can best reflect the advantage of geography image teaching is geography atlas. At present, all the editions of middle and high school geography textbooks are supported by geographic atlas. However, due to the influence of actual teaching tasks, geographic atlas is often abandoned in middle school geography class, and the use rate of geographical atlas is low, which fails to play the role of geographical atlas as an important tool for geography learning.

In order to give full play to the use value of geographic atlas, this paper firstly investigates and analyzes the use status of geographic atlas in middle and high school geography classes through questionnaire survey. The results show that, excluding subjective factors, the frequency of students using geographical atlas depends on the complexity of textbook knowledge and the convenience of using geographical atlas. However, geography teachers generally reflect that the problem of geography atlas is that the textbook and atlas are separated and inconvenient to use. Secondly, it is difficult to read some contents and images in the atlas due to the lack of instructions and guidance. Therefore, the idea of the revision of geographic atlas lies in how to solve the problem of volume separation and how to add appropriate and concise descriptions and explanations to the images. The former needs to clarify the positioning of geographical atlas in geography teaching.

In the past, when color maps could not be printed in textbooks, geographical atlas was a necessity for teaching maps. However, after the improvement of printing conditions, geographical atlas still exists and accompanied with the continuous compilation and publication of textbooks. Therefore, the current positioning of geographical atlas has not been clearly explained by scholars. In order to find out the location of the geographical atlas, it is necessary to sort out the content of the geographical atlas and make a comparative analysis with the textbook. In this paper, the literature research method, content analysis method and comparative research method are used to classify and make statistics from the image content, image scale, image form and image scale of middle school and high school geographic atlas, and the Chi-square test method is used to analyze the difference between textbooks and atlas contents.

The results show that there are significant differences in the content, scale and form of the images between the geography atlas and the geography textbook in junior middle school, but there are no significant differences in the image scale. In terms of content, the atlas is similar or similar to the textbook in many aspects; In terms of scale, atlas highlights a large regional perspective, while textbooks emphasize local areas. In terms of form, there are more maps and landscapes in atlas than in textbooks. There are significant differences between high school geography atlas and textbooks in image content and form, but not in image scale and scale. In terms of content, the center of gravity of image distribution between atlas and textbook does not match; In terms of scale, there is no significant difference between atlas and textbook, and the image center of gravity is concentrated in local area map. In terms of form, map accounts for the highest proportion in atlas, while landscape map accounts for the highest proportion in textbook. There are few large scale images in middle and high school geography atlas, which does not play the function of geography atlas to supplement the missing information and accurate information in textbooks.

Finally,based on the analysis of the contents of the middle and high school geographic atlas and the problems existing in the practical use, the strategies are proposed respectively from two aspects of teaching and atlas revision. In view of the existing problems in the geographical atlas, the most important thing is to clarify the positioning of the geographical atlas: auxiliary materials of geography textbooks or reference books of geography majors. Only after the positioning of the geographical atlas is determined, can the content of the geographical atlas be adjusted properly.