The Research And Practice Of "Thinking" Classroom Teaching Of Geography In High School

Thinking is the brain to reflect the process of the objective world,it's a function of the brain when human understanding of the process of the world analysis,comparison and comprehensive ability.Nowadays,society has put forward higher requirements for personnel training.Communication ability,learning ability,thinking ability,innovation ability become an important factor in the cultivation of the talent.As the core of these ability,thinking ability become the key to personnel training."Thinking" classroom teaching is helpful to enhance students 'logical thinking ability,critical thinking ability and innovation ability,which is an important way to develop students' thinking effectively in basic education."Ordinary high school geography curriculum standards" requires the cultivation of students' sense of innovation and practical ability,high school geography textbooks need a lot of students need emotional and rational thinking content.In the geography teaching to carry out "thinking" classroom teaching is an important way to achieve these standards.This paper analyzes the basic concepts,theoretical basis and basic principles of "thinking" classroom teaching,and analyzes the basic links of "thinking" classroom teaching.In order to understand the high school geography,"The status quo of classroom teaching and the existing problems,through the questionnaire on the source schools in Hangzhou City,360 teachers and students and 77 domestic geography teachers to investigate the current high school geography " thinking " classroom teaching problems;under the guidance of modern educational philosophy,According to the basic principle of "thinking" classroom teaching,the typical case of "thinking" classroom teaching in high school geography is designed,and the experimental research of "thinking" classroom teaching in high school geography is carried out.Combined with the research results,put forward to promote the "thinking" classroom teaching effective implementation recommendations.The results show that high school geography teachers have the consciousness of cultivating students' thinking in classroom teaching.However,due to the lack of systematic theory guidance and practical operation guidance,high school geography "thinking" classroom teaching implementation status is poor;high school students cognitive conflict,Autonomous construction,thinking monitoring,application migration ability is relatively weak.In the experimental part,we choose the teaching practice of the first chapter and the second chapter,and the experimental results show that the high school geography "thinking" classroom teaching is helpful to improve the students 'academic achievement and increase the students' questions in the classroom frequency.Therefore,it is feasible to implement "thinking" classroom teaching in the geography classroom.In order to promote the effective implementation of the "thinking" classroom teaching in high school geography,we should strengthen the knowledge teaching of "thinking type" classroom teaching from the basic theory of popularizing the geography teachers,enrich the teachers and teachers,strengthen the training of geography teachers' teaching skills,"The teaching skills of classroom teaching;the establishment of democratic and equal teacher-student relationship for students to create a good thinking environment;emphasizing the diversity of evaluation system,a comprehensive understanding of student thinking dynamics;the establishment of an open geographical courses,triggering students thinking and exploring interest;Optimize the sharing of educational resources platform for the majority of teachers to provide "thinking" class teaching quality cases and other aspects of the proposed recommendations.