板图教学是教师在地理课堂中常采用的一种图示教学法，它能够直观、形象地展示知识点内容。本论文主要以新颁布的普通高中地理课程标准(2017年版)中教学内容、教学目标、教学方式的改变为契机，结合现有的教材与教学经验，根据高中起始年级学生的认知水平和学习规律，对地理1自然地理部分课堂教学板图进行分级设计使其适应不同的学业质量水平。并进一步思考板图教学与现代教育技术如何能够相互结合、相互促进，从而优化课堂、提高教学效率。 本论文采用文献研究法、案例探究法、经验总结法和问卷调查法等方法进行研究。 本论文研究的内容与结论： 1.本论文梳理和总结了前人的研究成果，确定了本次课堂教学板图设计时必须遵循的原则。同时，参照地图图例的表达方法和现有的板图绘画习惯确定了本次论文设计板图采用的基本符号元素与组合方式。 2.通过对2003版课程标准与2017版课程标准的教学内容和要求进行对比分析以及对现有教材与教学实践的探究，对普通高中地理课程标准(2017年版)中地理1所含12个知识点的板图教学适应性进行评价，最终得到8个适于板图设计的知识点作为本次板图设计的主要内容。 3.根据知识点类别将要进行设计的课堂教学板图分为地理要素板图、地理综合环境与自然灾害成因三类，按照学业质量水平要求的不同深度对高中自然地理课堂教学板图进行系统的整理和分级设计，形成了一整套专门针对2017版课程标准的自然地理教学板图。并思考如何将传统的板图教学与多媒体展示技术结合起来。 4.用设计出的板图对所教班级实行了教学实践，将4个的班级两两分组后针对不同的知识点分别采用板图教学与多媒体展示教学进行交叉实验，最后通过课堂问答、课后小测、问卷调查三种方式对板图教学的学生接受程度及学习成绩进行教学测评。 通过对板图教学的适应性评价以及教学实践与测评可以看出，自然地理部分大多数的知识点适合板图教学，学生对板图教学的接受程度非常高，其对课堂效率及学生成绩的提高帮助也很大，这体现出板图教学的普遍性与重要地位。而本论文基于2017版课程标准进行的板图分级设计是该课标颁布后的初次尝试，为今后中学地理教师的板图设计与课堂教学实践提供理论依据与借鉴意义。

Blackboard drawing is a kind of graphic method commonly used in geography teaching, and it enables intuitive and graphic display of key points of the knowledge. This thesis mainly seizes the opportunity of the change of the teaching content, goal and the way in new senior high school Geography Curriculum Standard (2017 edition). Combining current teaching material and teaching experience, and based on the cognition level and the study law of high school freshmen, the Teaching Board of physical geography in Geography 1 is hierarchically designed to adapt to different academic quality levels. The thesis further ponders how the blackboard drawing and modern educational technology can be combined with each other and promote each other, so as to optimize and improve the teaching efficiency. The methods used in the thesis are literature research, case study, experience summarization and questionnaire. The contents and conclusions of the research in this thesis: 1. This paper combs and summarizes the previous research results, and determines the principles that must be followed in the blackboard drawing design. At the same time, the basic symbolic elements and combinations ways used in the design of board diagram in this thesis are determined by reference to the expression method of map legend and the existing drawing habit of board diagram. 2. Through the comparative analysis of the teaching contents and requirements of Curriculum Standard of 2003 and 2017, as well as the exploration of the existing teaching materials and teaching practice, this paper evaluates the adaptability of the board diagram teaching of 12 knowledge points in the Geography Curriculum Standard of the general Senior High School (2017 edition). Finally, 8 knowledge points suitable for board diagram design are obtained as the main contents of this board diagram design. 3. Board diagram is divided into geographical elements board diagram, geographical integrated environment diagram and natural disaster causes diagram according to the knowledge point categories. According to the different academic quality level requirements of high school physical geography teaching, board diagram system and grading design are finished ,and a set of physical geography teaching board diagrams specifically for the 2017 edition of the curriculum standards is formed. At the same time, how to combine the traditional board diagram teaching with the multimedia display technology are further discussed. 4. Teaching practice is applied to the students with the designed board diagram, and students are paired up in the four classes. Diagram teaching and multimedia display teaching of different knowledge points are cross used. Finally, through three ways of question and answer on class, after-school test, questionnaire survey to the blackboard drawing teaching, acceptance and academic performance of teaching of students are evaluated. Through the adaptive evaluation of the board diagram teaching and the practice, most of the knowledge points in the physical geography section are suitable for blackboard drawing teaching. Students' acceptance of board drawing teaching is very high, and it is also very helpful for improving teaching efficiency and student’s achievement in grade. It reflects the universality and importance of the blackboard drawing teaching. And it is the first attempt of the board drawing grading design based on the 2017 version of the curriculum standards since it promulgated, which provides theoretical basis and reference for the future of board diagram design and teaching practice for middle school geography teachers.