The Research Of Using The Structured Blackboard Writing To Improve The Ability Of Geographical Thiking

It isn't hard to find in daily teaching that the design of blackboard-writing in geography lessons exists the problem of "the monotony in form and a few isolated words or phrases",and the role of improving students' ability of geographical thinking cannot be really brought into play.While the training of geographical thinking is the core task for geographical teaching of middle school,and many students have poor ability on it."Geographical structure-typed blackboard-writing" is a kind of blackboard-writing with words and graphic representation as the main content,combing the disordered and scattered geographic knowledge through words and graphs to form a certain framework,which can reflect the inner relationships between geographic matters and can be beneficial for students to improve the ability of geographical thinking.With the literature analysis method,questionnaire survey method,interviewing method,case study and other methods,this thesis used the relationship between"structure-typed blackboard-writing" with different types and "ability of geographical thinking" as the core of the research to explore the suitability between the design of structural blackboard-writing and the cultivation of ability of geographical thinking,and put forward the design principle of structure-typed blackboard-writing,providing evidence for designing geographical structure-typed blackboard-writing according to different characteristics of the ability of geographical thinking.The whole research aims at enriching the design cases of blackboard-writing and providing new thinking and methods on the cultivation and improvement of the ability of geographical thinking.Based on teaching practice,analysis on students questionnaire and discussions with teachers,this thesis explores and argues for the suitability of improving"the ability of geographical thinking" by "structure-typed blackboard-writing".The main points are as follows:There are three forms of geographical structure-typed blackboard-writing:"literal-structure" blackboard-writing,"graphical-structure" blackboard-writing,"auxiliary graphical-structure" blackboard-writing."literal-structure" blackboard-writing is mainly presented with "word;"graphical-structure" blackboard-writing is mainly with the expressive form of "graphs";"auxiliary graphical-structure" blackboard-writing is presented by the combination of "words" and "graphs".Structure-typed blackboard-writing is suitable for presenting programmatic geographical knowledge and promoting new lessons and reviewing courses.In addition to adhering to the general requirement of blackboard-writing design,the design of structure-typed blackboard-writing should obey the following principles:refining the expression and combining words and pictures;basing on learning and being complete and orderly;reconstructing knowledge and leaving blank for the mind.The core abilities for thinking ability of geography in senior high school are image thinking ability,spatial thinking ability,creative thinking ability and logical thinking ability,.Image thinking,positioning thinking,comparative thinking and comprehensive thinking are the basic elements of ability of the geography spacial thinking."Graphical-structure" blackboard-writing is suitable for cultivating the ability of geographical space image thinking and spatial orientation thinking,and "auxiliary graphical-structure" blackboard-writing is suitable for cultivating the ability of geographical spatial comparative thinking,while "literal-structure" blackboard-writing is suitable for cultivating the ability of comprehensive thinking of geographical space."Graphical-structure" blackboard-writing and "auxiliary graphical-structure"blackboard-writing use rich geographic information in the graphs to help students to construct representation,visualize the abstract and non-basic knowledge in physical geography and cultivate students' thinking ability in image in the process of text-image transformation.With the help of the rich expressive forms in "literal-structure" blackboard-writing,students can find out the evidence of interconnection among various of knowledge points under the guidance of the general rules of logic."Auxiliary graphical-structure"blackboard-writing is helpful for students to use the sketch map to spacify and visuatize the abstract thinking process that can't be fully expressed by words,which is suitable for cultivating the logical thinking ability of the students.With the utilization of "literal-structure" blackboard-writing,the thinking model of answering questions is created to train the thinking mind of the students and realize the transfer of learning,thus promoting the development of creative thinking ability.Students can imitate teachers' style of blackboard-writing and establish "auxiliary graphical-structure" blackboard-writing,which is helpful for students to consolidate the main knowledge,sort out inner relationships between knowledge and promote the development of geographical creative thinking ability of students.