A Probe Into The Design Of Geographical Choice Under The Guidance Of Thinking Mode

The delegates chose "a lot of choice" as standard questions in the objective test on a largescale when the Standard examination of International Symposium was held in Beijing in1985.Now multiple choices have dominated the geographic college entrance examination. Thecollege entrance examination has connected with new standard, and the test direction hasreflected geographic discipline way of thinking. How can you design a choice which canreflects some kind of way of thinking, has become one of the marks to measure teacher’sproposition level. However, curriculum standard has not further explained exactly what theways of the high school geographic thinking are and how the high school geography thinkingcan reflect in the geography teaching materials and geography teaching. Many teaching workersalso do not know how to design choice which reflects geographic discipline way of thinking.Although there have been mature test design idea, but it is suitable for the college entranceexamination proposition expert, not for the first-line teacher whose teaching burden is heavyand the theory of measurement is scarce. Whether can you design a choice which can bothinvestigate subject knowledge and skills and cultivate students’ ability of thinking has becomeone of the research hot spot of geography education scholars. By training for this kind of testquestions, student not only can consolidate knowledge, but also can deepen understanding ofclassroom knowledge. What’s more, it can exercise the students’ geographical thinking ability,which really plays a guiding role in the development of students’ ability. Therefore, educationworkers want to get rid of the adaptation of test questions, but they are faced with a difficultproblem. It is how to design geographical choice that can cultivate student’s way of thinking,and how to make the paper design into the actual classroom teaching. This paper is based on therelevant theories of philosophy of thinking, discussing the design process and application of thegeographical choice.This thesis consists of introduction, body and conclusion. They are:The first chapter: introduction(the research background, the selected topic significance).Because of the change of the new curriculum reform and the college entrance examinationvalue orientation, curriculum theory experts began to attach importance to the geographicalthinking and ability. The first-line teachers also began to try to design geographical choice which can cultivate the student’s geographical thinking. However, because the existing designstheories are not close to the front-line teachers, secondary teachers are short of choice of designknowledge. In this background, it is necessary to explore a new train of thought. The mainsignificance of this paper is: First, choice can be more cultivate accurately student’s way ofthinking than subjective topic, and it can distinguish between different levels of thinking skills.Second, the theory is simple and easy to grasp, only need the11kinds of mode of thinking thatcorrespond to high school examination site. It’s maneuverability is good so that it will notincrease too much burden on teachers.The second chapter: the definition. This chapter mainly explains the geographicalconnotation of choice and the way of thinking, which makes scientific and rational basis for thenext study.The third chapter: the types of geographical discipline thinking. Main reference forms are"thinking" in the field of philosophy, logic and dialectic and the thinking process of middleschool students and high school geography subject characteristics. Put these disciplines intogeographic disciplines in the11kinds of common way of thinking. This part will explain howto put the ways of thinking in the other subjects into the high school geography teaching.The fourth chapter: all kinds of thinking mode are match with high school geographyteaching material contents. In order to better reflect the guidance of thinking mode of highschool geography, we put the related knowledge of geographic teaching material into the modeof thinking, making every knowledge point match for its way of thinking, to prepare for thenext design based on the thinking mode of geographical choice. In this chapter, in order tocorrespond to the teaching material content, some of the ways of thinking will be divided intomore detailed, such as the exterior-interior relationship way of thinking will be divided intoshape with different and heterogeneous same type. At the same time, some knowledge (content)will correspond to a variety of ways of thinking, such as lithosphere material circulationbelongs to flow relations and live up to the cause and effect relationship.The fifth chapter: Design ideas of multiple choice based on the thinking and its applicationin teaching strategy. The ultimate goal of connecting the teaching material content to mode ofthinking is to design choice based on the mode of thinking and to put these questions into everylink in the teaching, helping classroom teaching and cultivating the mode of thinking. In this chapter, the theory has been applied in the design of the specific choice. The theory design2-3geographical choice case respectively based on the different way of thinking and combinedeach corresponding textbook chapters. After each kind of mode of thinking questions designed,the theory discuses it in detail and uses them in the classroom teaching to cultivate students wayof thinking.