Application Research On The Training Strategy Of Geography Comprehensive Thinking Of High School Students

In March 2014,ministry of China education promulgated the " Ministry of Education's Opinions on Comprehensively Deepening the Reform of Curriculum and Implementing the Fundamental Tasks of morality and nuturing".The first article in the opinion is "to study and formulate the core literacy system for students' development and the academic quality standards." On the basis of building the core literacy of the discipline.The study of core literacy has become a key factor in deepening curriculum reform and implementing the goal of “morality and nuturing”.Led by Professor Lin Chongde of Beijing Normal University,the core literacy system for developping Chinese students and the core literacy framework for the curriculum of high school have taken shape.The core literacy of geography is condensed into four main parts:the human-land coordination concept(core theme),comprehensive thinking and regional cognition(thinking mode and ability),and social practice power(determination quality and mobility).Geographical comprehensive thinking,as a subordinate branch of geographical core literacy,studies the comprehensive thinking of geography,which is conducive to the implementation of the concept of geography curriculum and achieves the goal of morality and nuturing.At present,the research on geography comprehensive thinking is still on the early stage.The studies on the cultivation of comprehensive thinking is still immature,especially the application research of comprehensive thinking training strategy needs further improvement.Based on constructivist theory,cognitive learning theory and system theory,this paper uses the test evaluation method to evaluate Senior high school students from the first middle school of Wangkui County,Suihua City.Determines the current status of students' comprehensive geography thinking.From the test results,students' ability to analyze the relationship of factors,time and space splitting and scale conversion capability,the ability to analyze local features needs to be strengthened.In response to the above test results,the author proposed a specific training strategy and combined with specific cases to elaborate.In order to determine the feasibility and effectiveness of the strategy,the author used the internship opportunity to apply the strategy to geography teaching for comparative experiments.The experimental results showthat the strategy has achieved good results.The paper is divided into the following five parts:The first part: combining the current geography education background and high school geography curriculum standards to elaborate the purpose and significance of this research.This paper reviews the research status of geography comprehensive thinking at domestic and foreign,points out the shortcomings of current research,and puts forward the research content,research methods and research ideas.The second part: on the basis of reading a large number of geographic core literacy and geography comprehensive thinking related information,further expounding the connotation,characteristics,dimensions and relationships between dimensions of geographical integrated thinking,and constructs the secondary quantity of geography integrated thinking table.The third part: the analysis of the test results of the senior high school students' test.It is found that the current high school students' general level of comprehensive thinking is weak,the ability of factor relationship analysis is weak,the ability of time and space comprehensive analysis and scale conversion is not strong,and the ability of regional feature analysis is weak.The fourth part: the training strategy and application for the problems existing in the high school students' comprehensive thinking.Students should clarify the characteristics of high school geography curriculum and form a comprehensive thinking consciousness.Guide students to conduct factor analysis.Analyzing the changing geographical things should be splitted time and space and transformed scale.Analyzing the geographical features of the region could start from the perspective of geographical principles.Describe the strategy in conjunction with specific cases.The fifth part: the practice test of the comprehensive thinking strategy of geography.Apply the strategy to the teaching practice,set the experimental class and the control class to compare the teaching,and test the feasibility and effect of the strategy.Through the above five aspects of research,the following conclusions are drawn:Firstly,The cultivation strategy of geography comprehensive thinking is applied to geography teaching,which effectively improves the level of students' comprehensive geography thinking.Among them,the comprehensive thinking of factor synthesis is the most obvious,the comprehensive thinking of time and space is second,and the comprehensive thinking of local needs to be further improved.Secondly,Applying the strategy of geographic comprehensive thinking,the analysis of student elements is more comprehensive,the analysis of time and space is more complete,and the analysis of regional characteristics is more specific.Consciously analyze the cause and effectof geographical things and phenomena,and form a relatively complete geographical thinking structure.Thirdly,The application of geography integrated thinking training strategy can effectively improve the students' geography academic achievement.