Research On The Design Strategy Of High School Geography Classroom Questions In The View Of Comprehensive Thinking Cultivation

Geographic core literacy is in a crucial position in deepening curriculum reform.Comprehensive thinking refers to people's use of a comprehensive perspective to understand the geographical environment of the way of thinking and ability,and the concept of coordination between man and nature,regional cognition and geographic practice together constitute a geographical core literacy system.The realization of the geography curriculum reform must be implemented in the classroom teaching.The question design in the classroom teaching is the core method to cultivate students'comprehensive thinking.This article uses the literature analysis method to study the relevance of the geography classroom questions and the geography comprehensive thinking cultivation.Based on the classroom observation method,this paper studies the classroom transcripts of nine geography classes in Hubei Province,and clarifies the advantages and deficiencies of classroom questioning;finally,the principles,processes and strategies for the design of high school geography class questions based on comprehensive thinking are proposed in combination with the actual situation,a case study of the classroom questions is also conducted.The details are as follows:First,based on the seven elements of the purpose,situation,level,and expression of the questions,using expert consultation methods and other methods,a high school geography class questions diagnosis scale based on comprehensive thinking is developed;and it is applied to the classroom record observation of 9 geography classes in Hubei Province.Second,classroom observation and analysis show that classroom questions are basically throughout the entire teaching process and are the main line for promoting the development of students' thinking;most of the questions presented meet their teaching goals and can promote students' comprehensive thinking activities.The observation and analysis also found that there are links in the design of classroom questions that are not conducive to the cultivation of comprehensive thinking:the design of classroom questions tends to be more conceptual,and there are few special preset preparations;step-by-step,lack of case integration;teacher's cognition of comprehensive thinking is generally weak,it is difficult to excavate teaching questions and guide students from the perspective of comprehensive thinking;the questioning method of relying on the thinking model tool for explicit thinking process needs to be strengthened.Third,according to the status quo of classroom questions,the author puts forward five principles for the design of high school geography classroom questions based on comprehensive thinking:structure,thinking,ideology,situation,and development;and develops a classroom question design process.Then from the perspective of comprehensive thinking training,we propose nine strategies:assessing the teaching basis,defining the thinking goal,clarifying the key to teaching,aiming at the starting point of thinking,selecting the teaching material through the path of thinking,creating question situations,carefully setting questions;explicit thinking process,establishing a logical chain network;setting up thinking levels,corresponding to the training dimensions;orderly presentation questions,expressing friendly interactions;presupposing guidance and answering,and flexibly generating dynamics;promoting reflective awareness and building a teaching and research community.In addition,taking the lesson "Nature's Water Cycle" as an example,we designed the classroom questions,trying to penetrate the idea of comprehensive thinking and literacy training from the design concept and design process,in order to inspire the geography teacher to truly implement in the teaching practice process,and to exert the practical value of the classroom questions in cultivating the core literacy of students' comprehensive thinking.