Research On The Training Strategies Of Senior High School Students' Comprehensive Geographical Thinking Quality Based On Key Competences

The twenty-first Century education is an international education,the research results of EU's "Key Competences" theory has an important reference value for deepening the curriculum reform in our country,and also poses a great challenge to China's basic education.As one of the core qualities of students,Comprehensive Geographical Thinking,means that students can understand,analyze and evaluate the characteristics and development rules of geographical things comprehensively,systematically and dynamically,is a basic method of Geography Learning.Based on the comprehensive characteristics of Geography,the Comprehensive Geographical Thinking unified with the geography study content,embodies the educational value of Geography Teaching.In the stage of senior high school education,students'Comprehensive Geographical Thinking shows the comprehensive analysis ability in different aspects,including comprehensive analysis of geographical elements,comprehensive analysis of time and space,comprehensive analysis of the region.Comprehensive analysis of geographical elements is the basic thinking quality of Geography,comprehensive analysis of time and space has dynamic observation characteristics,and comprehensive analysis of the region is a combination of the actual life and regional development concept of a thinking ability.With the deepening of teaching and training,students' ability to analyze and solve geographic problems will be improved at the same level,but the curriculum has different requirements for students'Comprehensive Geographical Thinking Quality in different grades.the "Geographical Key Competences" divided into five levels by two clues,and defines the specific standards of each level and the requirements of each stage.Indeed,in the actual teaching process,keeping the level of Comprehensive Geographical Thinking in the right stage is not a simple goal of school and local education,the purpose of education should be to cultivate a person of high quality who able to contribute to society.College entrance examination reform leads to a change in education of turn the focus of "score"to the "process".Based on the present situation of unbalanced local school geography education development and the imbalance of the students' Comprehensive Geographical Thinking Quality,with the help of geography teaching theory,pedagogy,psychology and other related theories,the author conducted a field survey to understand the current situation and problems of the students'Comprehensive Geographical Thinking,combined with personal understanding and analysis,to provide practical strategies and suggestions for the cultivation of geographical core literacy of senior high school geography education.This study is divided into five parts:The first part is introduction.Mainly introduces the problems,the research background,the research status at home and abroad,research methods and research ideas.The second part is the in-depth interpretation of the subject.Focus on the concept and connotation,analysis the composition of each level of the Comprehensive Geographical Thinking and the embodiment in teaching materials,and explore the feasibility of cultivating Comprehensive Geographical Thinking Quality in geography teaching in senior high school.This series of exposition pave the way for the third part of the field investigation and problem analysis,also lays the theoretical foundation for the later strategy.The third part is the main part of the study.According to the needs of the research,the author selected two representative schools in a prefecture level city of Guangxi Zhuang Autonomous Region for field investigation.By student questionnaire survey and interviews with teachers,understanding the current situation of the general high school students' geographical literacy and the difference of their Comprehensive Geographical Thinking Quality,analysis the causes of differences of students' Self rating results,and digging out the gap that can reduce the difference and improve the overall thinking level of the students.The fourth part is about the strategies of cultivating students' Comprehensive Geographical Thinking.According to the basic theory and conclusions from field surveys,combine with the geography curriculum standard and teaching materials,puts forward the principles that should be followed and the target strategy,process strategy and evaluation strategy in practice.The fifth part is the ending part of the thesis,contains conclusions,limitations and prospects.