The Research Of Training On Comprehensive Thinking Literacy Of High School Geography Based On Problem-based Teaching

The promulgation of the Geography Curriculum Standard(2017 edition)of the General high school clarifies the orientation of the geography education of the General High School,condenses the geography key competence develops the academic quality standard,updates the implementation suggestion of the geography teaching,and marks the new era of the geography curriculum reform in our country.Among them,the geography key competence is formally determined as:The view of human land coordination,regional cognition,comprehensive thinking and the power of geographical practice four aspects,the emphasis on problem-based teaching as the primary recommendation in the implementation of recommendations,therefore,the combination of comprehensive thinking literacy and problem-based teaching to carry out research has profound theoretical and practical significance.Based on the background of the new geography curriculum reform,this paper establishes the thinking structure theory and problem teaching theory as the theoretical basis of this research and defines the research scope and research ideas based on the characteristics of geography.Based on the theory of thinking structure,the level of advanced comprehensive thinking competence is advanced,and the problem-based teaching method of comprehensive thinking literacy training is determined according to the problem teaching theory.On the basis of theoretical research,through the expert consultation method,the key tool of this research is developed,the classroom observation and diagnosis scale,the classroom observation method is used to observe and diagnose the selected classroom videos,and the related problem-based teaching is combined.The design analyzes the works and summarizes the main problems existing in the problem-based teaching of geography comprehensive thinking literacy training:the geographical situation problem is not prominent,lack of thinking;the student problem consciousness is neglected,lack of internal drive;the comprehensive analysis dimension is not Comprehensive,lack of method;lack of thinking and evaluation,lack of development;low level of implementation of migration,lack of detection.Suggest corresponding optimization based on the problem:In the creation of geographical situations,it is necessary to strengthen the problem of geographical situation and enhance students' perception of geographical situation information.In the process of proposing geographical issues,students should be guided to solve the problem of geographical situation,ask questions and establish a chain of problems.In the research of geographical issues,we must enrich the way of exploring classroom problems and help students learn to comprehensively analyze geographic issues from the perspective of comprehensive thinking.In the summary evaluation section,guide students to summarize problem solving ideas and build a thinking network.In the migration and application process,it pays attention to providing students with new geographical problem situations,cultivating students' ability to solve new problems and designing relevant teaching cases,in order to better implement the achievement of geography comprehensive thinking literacy in high school problem-based teaching.This paper mainly includes the following six parts:The first part:Introduction.By combing the teaching research literatures of"problem-based teaching","geographic comprehensive thinking literacy" and the combination of the two at home and abroad,the research background and significance,research methods and research directions of this research are determined.The second part:Basic Theory.On the one hand,it defines the concept of comprehensive thinking literacy and geography problem-based teaching,and analyzes the correlation between comprehensive thinking literacy and problem-based teaching.On the other hand,it determines the main theoretical support of geography teaching theory,thinking structure theory and problem teaching theory.The third part:Basic methods.According to the students' learning dimension and curriculum standards,the classroom observation and diagnosis tools of this study were determined according to the academic quality standard level of comprehensive thinking literacy,and the "diagnostic scale for comprehensive thinking literacy training based on problem-based teaching" was constructed.The fourth part:A review of the status quo of comprehensive thinking literacy from the perspective of problem-based teaching.This chapter mainly uses classroom observation method and assists with the analysis of works.Through the analysis of the selected lesson and problem-based teaching works,the main problems are summarized and summarized,such as the geographical situation is not prominent,lack of thinking;the geographical comprehensive analysis dimension is not comprehensive,lack of method and so on.The fifth part:Proposal for high school geography comprehensive thinking literacy training based on problem-based teaching.On the basis of the fourth part of the problem,This paper propose optimization suggestions,such as the creation of geographical context,to strengthen the problem of geographical situation;the research of geographical issues,to enrich the way of exploring classroom problems,to help students learn to use comprehensive thinking perspective analysis Geographical issues,etc.,and present problem-based teaching case design.The sixth part:the Conclusion and the Prospect.Summarizing the main conclusions,existing shortcomings and prospect of this study.