Research On The Design Of Geography Teaching Problems In Senior High School Based On The Development Of Higher-order Thinking

The 19 th National Congress of the Communist Party of China clearly stated: "We must fully implement the party's educational policy,implement the fundamental tasks of the people of Lide,develop quality education,promote education equity,and cultivate socialist builders and successors of moral,intellectual,and aesthetic development." In order to achieve this goal,teachers should develop teaching ideas,focus on problem design,and focus on cultivating students' high-level thinking ability in classroom teaching,so as to adapt to the needs of talents in the development of the times.Higher-order thinking is mainly manifested in the process of analysis,evaluation and creative thinking,which is conducive to promoting students to adapt to the requirements of social development.The cultivation of higher-order thinking can not be separated from problem design.Students' thinking originates from problems.Therefore,teachers should pay attention to problem design in the teaching process,guide students to actively participate in the process of problem solving,and stimulate students' higher-order thinking.Based on the above analysis,this paper mainly studies the design and application of problems in high school geography teaching,and promotes the development of students' high-level thinking ability.This research is mainly to explore the design of geography teaching problems based on the development of higher-order thinking.Based on the research results of other people's questions design,the questionnaires and classroom observations of teachers are used as empirical materials,and some questions are designed.Exploring,aiming at the status quo of problem existing in problem design,combining the characteristics of geography,puts forward the strategy of optimizing problem design,and at the same time integrates the cultivation of high-order thinking,and carries out teaching practice on the research results,thus improving the level of design of teaching problems..This paper is divided into six parts:The first part is the introduction.Through the examination of relevant literatures,the research background of problem design based on high-order thinking is analyzed.Secondly,the research significance of high school thinking based on high-order thinking is analyzed.The research status of "thinking" and "problem design";finally,the research methods andinnovations of this thesis are introduced.The second part is the core concept and theoretical basis,which clarifies the core concepts of “high-order thinking”,“question design” and “question design based on high-order thinking”,and expounds the theoretical basis of the research.The third part is the investigation and study of the current situation of high school geography classroom design.Through the questionnaire survey of all the geography teachers of the school,the status quo of problem design in high school geography teaching is preliminarily obtained,and the causes of the current problem design level are analyzed..The fourth part summarizes the design teaching strategies of high school geography based on the development of high-order thinking,including the basic principles of "problem design" and the problem design strategy to promote the development of higher-order thinking.The fifth part is based on the problem-based design teaching practice of high-order thinking development,writing teaching cases,and analyzing the practical effects.The sixth part is the conclusion and outlook.Through the analysis of research results and limitations,we will look forward to future research work.