| The thought of a subject is considered to be the soul when students master a subject. What helps to enhance students’ geographic literacy is to help students establish the geographic viewpoint and construct geographic thinking in geography teaching in middle school. The essay aims to analyze the framework structure of the textbook with the view of coordination, the theory of location、the theory of time and space in High school geography "compulsory 2" as the main line. The thoughts are organized based on the five- year geography national college entrance exam papers in which the human geography knowledge is tested. In the essay, it is suggested that teachers should apply the geographic viewpoint to teaching and sum up the ideas and steps in answering the questions when reviewing the test papers.This essay is divided into five parts. The first part is introduction, which introduces the research background of this study, the purpose, and the method adopted in the research.The second part is an overview of the method of the geographic thinking. Based on the theoretical basis of the method of geographic thinking, this paper introduces the main content of the thought of the subject in the middle school geography curriculum. Based on the analysis model of the textbook in previous studies, the essay takes the thought of the subject as the main line and adopts the analysis model which shifts from macroscopic overall understanding of teaching materials to microcosmic concrete model, regarding the purpose of analyzing the textbook as a way to help teachers reunderstand the textbook in a multi-angle, multi-level and rational way.The third part clearly points out the main subject thoughts of geography in High school geography "compulsory 2". According to the status of High school geography "compulsory 2" in the curriculum and the relation between High school geography "compulsory 2" and the rest of the modules, it can be figured out that the core thoughts of the subject in High school geography "compulsory 2" are the view of coordination, the theory of location and the theory of time and space, which are regarded as the main line for the construction of each chapter in High school geography "compulsory 2" and the establishment of the interaction among teaching content and knowledge structure.The fourth part mainly focuses on the specific analysis of the chapters in High school geography "compulsory 2" and the analysis of the specific cases in the teaching practice. The core content of this article is analyze the chapters in High school geography "compulsory 2" in the view of coordination, the theory of location and the theory of time and space. On the basis of curriculum standard, and combining with the structure of each chapter in the text, it aims to clarify the thinking on the analysis of the textbook in accordance with thoughts of the subject. At last, combined with subjective items from the five-year college entrance examination papers, it aims to analyze the application of the geographic thinking in the college entrance examination and its implications in teaching. Combined with the author’s 3-year teaching practice, namely, the comparison and analysis of different ideas about how to deal with the teaching materials, the essay puts forward the suggestions on how geographic thinking be adopted in teaching.The fifth part is the conclusion. The essay comes to the conclusion that geographic thinking should be the key factor in the analysis of teaching materials and it should be applied to teaching all the time. Meanwhile, geographic thinking and the method of studying geography should be combined. Especially when teachers review the subjective items in the college entrance examination papers, it is important to sum up the ideas and steps in answering the questions. |
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