The Study On Geographic Problems Design And Application Oriented To The Cultivation Of Comprehensive Thinking

Geographic key competencies plays an important role in deepening curriculum reform.Geographic key competencies consists of comprehensive thinking and regional cognition,human-land coordination concept and geographic practical ability.Among them,comprehensive thinking is the thinking method and ability of people to understand geographic environment from comprehensive viewpoint.Its formation and improvement are closely related to the solution of geographic problems in classroom teaching.It can be said that the design of geographic problems is an effective means to cultivate students' comprehensive thinking.Firstly,this paper expounds the background of the topic selection,puts forward the research questions and significance,analyses,summarizes and refines the relevant research on the comprehensive thinking of geography and the design of geographic problems,puts forward the research objectives,specific contents and research routes,then carries out the connotation analysis on the three dimensions of comprehensive thinking of geography,and expounds the relationship among the three dimensions,with the emphasis on them.To determine three types of geographic problems suitable for cultivating middle school students' comprehensive thinking,they are factor-related problems,development-evolutionary problems and regional comprehensive problems,and to elaborate the characteristics,concrete manifestations and their relationships of these three types of problems.Then,from the three aspects of design dimension,level and cultivation value of the problems,this paper discusses the relationship between the design of geographic problems and comprehensive thinking.The core part is the design of geographic problems.Based on the three dimensions of cultivating the comprehensive thinking of geography,this paper takes the three courses of "Monsoon Paddy Field Agriculture","Water Circulation in Nature" and "Why Stop Developing the"Great Northern Wilderness"as examples to design problems,and elaborates how to effectively realize the subtle cultivation of comprehensive thinking in the course of teaching,from the aspects of problems design strategy,the establishment of comprehensive thinking objectives and teaching links.Finally,a comparative experiment is designed and its application effect is tested by the test paper.The experimental results show that the students in the experimental class are better than those in the natural class in terms of factor synthesis,space-time synthesis and local synthesis,especially in the part of factor synthesis,which fully shows that the comprehensive thinking level can be based on certain teaching methods.Geographic problems design is the main reason that affects the results,which confirms the practical value of geographic problems design in the cultivation of comprehensive thinking literacy.After deeply analyzing the connotation,classification and relevance of geographic problems design and comprehensive thinking,this paper puts forward the unique advantages of geographic problems design in the cultivation of middle school students' comprehensive geographic thinking literacy,elaborates on the strategies and suggestions of geographic problems design,points out the shortcomings of the research,and looks forward to the related research topics.