Geography celestial body teaching demonstrator and demonstration method thereof

Abstract

The invention relates to a geography celestial body teaching demonstrator and demonstration method thereof. The geography celestial body teaching demonstrator comprises a control system, a sun-earth-moon three-dimensional demonstrating system, an earth revolution planar demonstrating system and a moon phase demonstrating system. Through controlling on the control system, demonstration of the sun-earth-moon three-dimensional demonstrating system, the earth revolution planar demonstrating system and the moon phase demonstrating system is realized. The geography celestial body teaching demonstrator represents spatial position relationship and track of earth rotation, earth revolution and moon revolution in a three-dimensional manner. The geography celestial body teaching demonstrator represents four-season change and 24-solar-team change in earth revolution and moon phase change in moon revolution in a planar manner. The geography celestial body teaching demonstrator overcomes the defects of complicated structure, inconvenience operation and non-tight combination with teaching material in traditional demonstrator instruments. The geography celestial body teaching demonstrator clearly and definitely represents complicated relationships such as operation included angle, ecliptic plane, lunar orbit, four-season change, 24-solar-term change relation and moon phase reason relationship in position relationship of three celestial bodies. Furthermore comprehensive information presentation, high accuracy and high efficiency are realized.

Description

technical field [0001] The invention relates to the field of dynamic teaching demonstration, in particular to a geography teaching demonstration teaching aid, in particular to a geography and celestial body teaching demonstration instrument and a demonstration method thereof. Background technique [0002] In geography teaching, many students are always puzzled by the relationship between the sun, the moon and the earth. Although many plane views are clearly drawn in the teaching book, these plane views are not good enough in terms of intuitive visual effects and intuitive understanding. There are still certain defects. [0003] The moon revolves around the earth while rotating, and the earth revolves around the sun while rotating, forming the phases of the moon, the changes of day and night and seasons. The moon revolves at the same time as it rotates, and the direction of revolution is from west to east. The direction of rotation is the same as the direction of revolution,...

AI Technical Summary

Problems solved by technology

However, the above-mentioned simulation teaching aids or simulation methods all have certain defects: although the video teaching shows the position, operation relationship and trajectory of the three celestial bodies more intuitively, the controllability of the video teaching is not strong, and students passively accept the video content. , and cannot modify it or operate it by yourself. I was very impressed at the time when it appeared, and I forgot about the phenomenon afterwards.

Although simple self-made teaching aids can realize students' hands-on ability and enhance intuitive understanding, they cannot achieve multi-directional control, and the accuracy and controllability are not good, and they are easy to damage

In addition, some finished products that demonstrate the positional relationship of celestial bodies in the market also have many defects in use, including some patented products that have been authorized at present, all of which have complex structures, inconvenient operation, and are not closely integrated with teaching materials.

Some teaching aids demonstrating the running states of the sun, the earth and the moon obviously only demonstrate the positional relationship of the three celestial bodies in terms of spatial positional relationship. The relationship between seasonal changes, solar terms, and lunar phases is not clear, and there is a lack of correlation between three-dimensional display and two-dimensional representation. As a result, students cannot be well integrated with the three-dimensional relationship between celestial bodies and textbooks. Corresponding comparison between the relationship between the plane drawings cannot comprehensively grasp the changes of the four seasons caused by the relationship between the positions of celestial bodies, the analysis of the moon phases, the changes of the solar terms, and the relationship between the ecliptic plane and the white plane. The form of expression is single and the combination is not strong.

In addition, the structure of the traditional demonstration device is complex, and the control is relatively inconvenient. The bottom-up display method leads to the complexity of the structure.

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