《义务教育地理课程标准（2022年版）》提出地理学科的四大核心素养是人地协调观、综合思维、区域认知以及地理实践力，其中地方感是四个核心素养的一个重要交集。地方感是通过人类个体感知地理环境的表达，因而成为中学生地理素养培养和综合素质提升的重要桥梁。心理地图是展示人们对现实世界理解的逻辑化与可视化工具，可有效表达地方感的深度和广度。将心理地图与地方感结合起来，通过构建心理地图的方式是培养学生地方感的有效路径。

本研究运用文献分析法，梳理地方感的概念内涵、对中学地理教学的价值，归纳地方感与心理地图的内在关联与互动机制，将心理地图构建的三个逻辑步骤与地方感培养水平的三个方面有机结合，总结出基于心理地图培养地方感的策略和实施路径：输入轮廓，形成地方依赖→加工要素，产生地方依恋→输出强化，表达地方认同。

在理论梳理的基础上，结合中学地理教学的普遍需求和在乌鲁木齐八一中学初中生教学实验区的具体实践，将本文提出的教学策略应用到人教版七年级下册地理教材《亚洲》章节中，依据地方感三个维度，将教材内容解构为“位置范围”“自然环境”“居民生活”3课时，并设计心理地图学案贯穿整个章节；分实验组和对照组开展双组单因素教学实验，探究心理地图构建教学对中学生地方感提升的有效性；开发中学生地方感培养水平测评量表，采用SPSS对样本数据进行统计学分析。

结果表明：（1）构建心理地图对学生地方感水平提高有显著作用。（2）年龄、性别、个人生活经历在本研究中对学生地方感水平影响不大。（3）实验组学生在地方依赖、地方依恋、地方认同三个维度均有提升，但幅度略有差异。实验研究探索和证明了心理地图构建在中学地理教育中培养地方感的可行性和有效性，解决了为什么可以和怎样通过心理地图的运用有效提升地方感的两大科学问题。

With the advancement of the new curriculum reform and the promulgation of the ' Compulsory Education Geography Curriculum Standard ( 2022 Edition ) ', junior high school geography education also aims at cultivating core literacy and focusing on improving students ' comprehensive quality. Sense of place, as a bridge for human individuals to perceive geographical environment, is inseparable from the establishment of geography core literacy and the cultivation of middle school students' sense of place. Mental map is a tool to show students ' understanding of the real world. This paper combines mental map with sense of place, and trains students ' sense of place by constructing mental map.

This study uses the literature analysis method to sort out the conceptual connotation of the sense of place and the value of geography teaching in middle schools, summarizes the internal consistency of the sense of place and the mental map, combines the three steps of the mental  map construction with the three aspects of the sense of place training level, and summarizes the strategy and practical path of developing the sense of place based on the mental map : the first step is ' input outline, form place dependence ' ; the second step is ' processing elements, producing place attachment ' ; the third step, ' output enhancement, express place identity '.

On the basis of theoretical combing, combined with the reality of geography teaching in middle schools, the teaching strategies proposed in this paper are applied to the " Asia " chapter of the geography textbook in the second volume of the seventh grade of the People 's Education Press. According to the three dimensions of sense of place, the content of the textbook is divided into three hours :  location, physical environment, and  residents ' life,  and the mental map learning plan is designed throughout the whole chapter.

Taking junior students in Urumqi Bayi High School as the research object, a two-group single-factor teaching experiment was conducted in the control group and the experimental group to explore the effectiveness of mental map construction teaching on the improvement of middle school students ' sense of place. Based on the three dimensions of sense of place cultivation, the evaluation scale of middle school students ' sense of place cultivation level is developed. SPSS was used for statistical analysis of the sample data.

The results show that : ( 1 ) The construction of mental map has a significant effect on the improvement of students ' sense of place. ( 2 ) Age, gender and personal life experience have little effect on students ' sense of place in this study. ( 3 ) The experimental group students have improved in the three dimensions of place dependence, place attachment and place identity, but the magnitude is slightly different.This study explores the feasibility and effectiveness of mental map construction in developing sense of place in high school geography education, and tries to solve two scientific concerns of why and how to promote sense of place with the use of mental maps.