| In March 2017,the Ministry of Education promulgated the Geography Curriculum Standards for Senior High Schools(2017 edition).Its basic idea is "to cultivate students' essential core academic literacy".As an important part of the core geographic literacy,senior high school students' geospatial thinking ability has been paid more and more attention by geography teachers.In addition,case teaching is to guide students to carry out analysis and discussion by creating real situations.The whole teaching process focuses on the cultivation of students' abilities with students as the main body.Therefore,this paper takes case teaching as a starting point to explore the cultivation of high school students' geographical spatial thinking ability,in order to provide guidance for high school geography teaching.Guided by the theories of constructivism,multiple intelligences and situational learning,this study analyzed and summarized case teaching and geospatial thinking ability through literature research,and grasped the main purpose of the study.Combining with the high school geography curriculum standards and the cognitive process of spatial thinking,it is concluded that the geographical spatial thinking ability can be divided into: the thinking ability of geographical spatial positioning,the thinking ability of geographical spatial analysis,the comparative thinking ability of geographical space and the comprehensive thinking ability of geographical space.It also analyses the feasibility and effectiveness of case teaching in cultivating geographical spatial thinking ability.This paper investigates the current situation and teaching situation of high school students' geospatial thinking ability through students' questionnaires and teachers' interviews.Through the analysis of students' questionnaires,the following problems are found: the overall level of students' geospatial thinking ability is low,there are some differences in gender,boys are higher than girls;there are differences in different classes and grades,students in key classes have higher geospatial thinking ability than those in ordinary classes,and students in senior classes have higher geospatial thinking ability than those in junior classes.In the four aspects of geographical spatial thinking ability,only spatial positioning thinking ability is slightly better than the other three abilities;in teaching methods,students reflect that teachers' case content in classroom teaching is stereotyped,separated from real life,and the teaching process is monotonous and unattractive;in interviews with teachers,it is found that teachers use case teaching to cultivate geographical spatial thinking ability more frequently.Small,and not adept at case teaching,teaching effect is poor.On the basis of investigation and analysis,this paper puts forward the strategies of case teaching to cultivate high school students' geospatial thinking ability: the precondition of case teaching is to improve teachers' professional accomplishment;the selection of cases should pay attention to difficulty control,layering standards according to students' geospatial thinking ability,paying attention to group differences,promoting overall development,and deeply understanding Geographic teaching.Material and curriculum standards,cases should be authentic and classical,teachers should constantly attach importance to the design and development of case teaching of geographical spatial thinking ability;in classroom teaching,according to the content of the need to select appropriate case presentation methods,presentation forms are diversified,the design of problems is hierarchical,guide students to discuss and analyze,play the role of students as the main body,so that students' geographical spatial thinking.Ability has been improved;using maps,creating situations,multimedia and GIS to optimize case teaching to cultivate geographical spatial thinking ability;timely evaluation and reflection of teachers after class to improve teaching cases.And according to this teaching strategy,this paper designs case teaching,hoping to provide guidance and help for the actual teaching of frontline geography teachers,and better use case teaching to cultivate high school students' geographical spatial thinking ability. |
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