A Strategy Research On Developing High School Students' Geographical Synthetic Thinking Based On Mind Mapping

The construction of core qualities for students in 2014 puts forward higher requirements for teachers' teaching ability and student development.Teachers are required to "teach knowledge" to "learn to learn" to enable students to study independently and develop their learning methods and abilities.Geographical integrated thinking is an important ideology and method for geography disciplines.Mind maps can display students' intrinsic thinking process and build teaching tools for knowledge systems.Using thinking maps to cultivate students' geography integrated thinking is a change in teaching methods for teachers and training students to learn well.From the perspective of geography teaching,this article explores the relationship between mind mapping and comprehensive thinking in terms of characteristics and composition,and analyzes the current situation of using mind mapping to cultivate comprehensive thinking,and thus proposes strategies for using mind mapping to cultivate comprehensive thinking in teaching.This article mainly uses the questionnaire survey method,the interview method,the classroom observation method and the experimental method,based on the comprehensive thinking of the training content,through the students to do the test paper,understand the students' comprehensive thinking level,and then analyze the existing problems.The main problems are mainly in the following aspects:Students have certain problems in the connotation of elements and cannot accurately describe the connotation of geographical elements.Therefore,there are certain obstacles in clarifying the relationship between geographical elements;Comparative analysis of different time scales;students' ability to compare regional and regional transformations also needs to be strengthened.The main reasons are the lack of interest in learning geography,the lack of systematic knowledge of elements,and the lack of integration;the lack of regional comparative analysis of methods,lack of hands-on skills and divergent thinking skills.Students' comprehensive elements,space-time synthesis,and scale-up comprehensive ability are developed based on the analysis of factor connotation and factor-level relationships.Therefore,we should pay attention to cultivating the basics of students' comprehensive ability to cultivate students' space-time comprehensiveness and scale synthesis.Based on the above research,a strategy of using mind mapping to train students'comprehensive thinking is proposed.This study believes that,first of all,students should be motivated to learn the geography interest:taking students' common geographical problems as the central theme of the mind map,guiding students to think centrally from multiple angles and stimulating students' enthusiasm for exploration.Focusing on students' habits of using mind maps to learn,through personal drawing,group drawing,and teacher evaluation of mind maps,students are allowed to experience the role and value of mind maps in geography learning and cultivate students' good habits during the learning process;Thirdly,through the construction of the relationship between geography knowledge by mind maps,students can help integrate knowledge points,promote the understanding of geography knowledge,and master hierarchical analysis,unified spatial and temporal analysis,comparative analysis methods,etc.;finally,the divergent nature of mind mapping is used.Features enable students to think about issues from multiple aspects and perspectives and cultivate students' creative thinking skills.The content of the integrated thinking training and the proposed teaching strategies proposed in this paper are conducive to help teachers to test and feedback on the cultivation of comprehensive thinking and promote the development of students' comprehensive thinking.