At present, although the activities of reducing the burden are being carried out, the learning burden of some junior high school students in China is still very heavy. In geography learning, most of the teaching contents are separated from pictures and texts, and students rely on rote memorization, which is not only inefficient, but also a great waste of time. This teaching method not only greatly affects students' learning efficiency, but also makes it difficult to actually analyze specific problems because of the separation of pictures and texts, which greatly affects the development of geography teaching and the cultivation of students' comprehensive quality. 1. Research background Geography has been listed as a senior high school entrance examination subject since 2006, which requires students to complete the teaching tasks in the new curriculum standard. However, in the actual teaching and examination, it is found that some students cannot complete the prescribed teaching tasks, and teachers have spent a lot of time and energy to help these students, but the effect is not obvious. According to rough statistics, 46% of the students who have just entered the first grade of primary school have never been exposed to maps in primary school, and there is no map at home, let alone experience in using maps in daily life. After a month's geography study, I found that the students who have difficulties in geography study are-corresponding to those who have never been exposed to maps. Because of the lack of basic map-reading ability, geography learning can't start, and the class just passively follows the teacher. The class sounds very interesting, but in fact, it doesn't master every knowledge point. In view of the learning situation of these students, only by strengthening the effectiveness of map teaching can we help students master the methods of geography learning. 2. The practical role of maps in junior high school geography teaching 2. 1 Exercise students' imagination. Through the observation and analysis of the map, teachers can guide students to visualize various symbols in the map, and link them with actual geographical phenomena and things through observation and analysis, thus helping students find the relationship. By developing and exploring geographical laws and maps, they can help students to have intuitive thinking, thus improving their creative thinking. 2.2 stimulate students' interest. Separation of pictures and texts in traditional geography teaching. A large number of words will only make students feel boring and can't stimulate their enthusiasm for learning geography. Combining graphics and text teaching, introducing maps into modern junior high school geography teaching and explaining with vivid maps can not only greatly stimulate students' interest in learning, but also help students deepen their memory through such teaching methods, thus forming good geography learning habits. 2.3 Guide students to clarify the internal relations between geographical things. Through the study of maps, students can be guided to better learn and judge the internal relations of various geographical phenomena, so that students can better understand the relationship between various geographical things. For example, in the course of natural environment in Hainan Island, students can infer the river flow direction of Hainan Island from the topographic features, geographical location and other factors by judging the local topographic map and climatic map, and combine the influence of climatic map on the island climate and the influence of climate change on the island water resources. 3. The effectiveness of maps in geography teaching 3. The explanatory maps of1Geographical Distribution Map generally contain a large amount of information, with various types and important contents, and the most common ones are administrative maps and topographic maps. Administrative maps and topographic maps are not difficult to understand, but their contents are complex and difficult to remember. In classroom teaching, teachers carefully choose a geography teaching map, which can not only effectively use a variety of learning methods, but also integrate a number of knowledge points. For example, an administrative map of China includes not only chinese administrative division, but also the flow charts of the Yangtze River and the Yellow River. Then, we can ask students to read out the 34 provincial administrative units in the picture first. Then, connect the rivers in China vertically, find out the areas and topography where the Yangtze River and the Yellow River flow, and correspond to their administrative units one by one. In contrast, it is not difficult to see that the Yangtze River flows through a wider area, while the Yellow River flows through a smaller area. The Yangtze River and the Yellow River both originate in Qinghai Province, and both flow through the three steps of China's terrain from west to east. At the same time, we can make a horizontal comparison between the Yangtze River and the Yellow River, and we will find that apart from the above similarities and differences, each has its own characteristics. For example, the Yellow River has a huge zigzag shape, while the Yangtze River has many tributaries, just like a leafy tree. In this way, through this geographical distribution map, students can learn about the Yangtze River and the Yellow River more conveniently while mastering the knowledge about the administrative areas of China, and realize a comprehensive understanding among various knowledge points. For example, many students feel that there are too many knowledge points in the second volume of the seventh grade, which makes them lose their interest in learning. However, if you think about it a little, you will find that there are very few knowledge points immediately. The idea is this: In the first section of the first chapter of the seventh grade, we studied the natural environment in Asia, and after-school activities also taught you the division of Asia through maps (pictured), which actually showed you the blueprint for geography learning. Looking around, the chapters in Japan, Southeast Asia, India and Russia behind this book are inseparable from this picture. From East Asia (Japan) → Southeast Asia → South Asia (India) → North Asia (Russia), the textbooks are arranged in a clockwise order. After learning these chapters, I believe you will find that these knowledge points are not strange at all. If we want to know the natural environment in these areas, we can still use maps. Now that we know which sub-region of these countries and regions are in Asia, we can use the "Asian Topographic Map" and "Asian Climate Map" we have learned to infer the natural environment elements such as topography and climate of these countries. In practical teaching, when talking about the natural environment of each country alone, as long as the map is used well, these can enable students to draw their own conclusions through the map. 3.2 Correct use of "geographical sketch" In classroom teaching, in addition to making good use of wall charts, maps and atlases, teachers sometimes need to quickly draw a geographical sketch on the blackboard. Geographical sketch is usually similar in spirit, regardless of details, grasping the foundation, highlighting the characteristics and attracting attention. For example, when explaining the terrain distribution of China and analyzing the terrain of "three mountains and two basins" in the northwest, teachers can draw three thick horizontal lines with two circular sketches on the blackboard, and then explain with this sketch: these three lines represent Altai Mountain, Tianshan Mountain and Kunlun Mountain respectively from north to south; The two circles represent Junggar basin and Tarim basin. This kind of stick figure not only clearly reveals the distribution law of such geographical things, but also has outstanding expressive ability, which is convenient for students to understand and remember. In addition, the use of maps can not only make students have a perceptual knowledge of what they have learned, strengthen their memory and achieve mastery, but also blend scenes and stimulate students' patriotic enthusiasm. A beautiful "landscape map" can make students feel a sense of pride and ambition while enjoying the natural beauty. 4. Postscript diagram plays an indispensable role in helping students understand abstract spatial concepts, improving students' intelligent structure and quality, cultivating students' ability of observation, imagination and thinking, and promoting the all-round development of students' ability. Improving the effectiveness of map teaching provides a convenient channel for improving students' academic performance and quality.