Research On The Training Strategies Of Senior High School Students' Geographical Critical Thinking

Critical thinking became the theme of American education reform in the 1940 s.Since the 21 st century,the research on critical thinking by Chinese experts and scholars has been increasing.Under the background of vigorously promoting the construction of an "innovative country",modern education pays more attention to the cultivation of students 'thinking and skills,and the cultivation of critical thinking in basic education has become a consensus.This study attempts to explore the Cultivation Strategies of senior high school students 'critical thinking in geography,so as to improve their thinking ability and further promote the formation of core geographic literacy.Based on the literature research method,this study first combs the related concepts and research progress of critical thinking in order to clarify the research context;then,according to the composition of critical thinking and high school geography textbooks,taking the compulsory geography course 3 of Peoples Educational Press as an example,collates the performance of high school students' critical thinking in geography,and on the basis of interviews with teachers,analyzes the impact of high school students' geographical criticism.The factors of sexual thinking;and then use the questionnaire survey to understand the current situation of critical thinking tendency and geographical critical thinking level of high school students in Lanzhou S Middle School;finally,try to explore the feasible strategies of cultivating students' geographical critical thinking in geography teaching.Based on interviews,this study attempts to analyze the factors affecting senior high school students' critical thinking in geography: teachers lack the awareness and ability to cultivate critical thinking,students' weak foundation makes it difficult to cultivate critical thinking,and the deep-rooted traditional ideas lead to students' limited thinking development.Questionnaire survey shows that high school students' critical thinking tendencies are generally at the middle level,and there are differences in different aspects,including the level of critical thinking tendencies,in seven different dimensions,grade,liberal arts,science,class and gender differences,andgeographical critical thinking is also at a disadvantage,which needs to be strengthened.Finally,I try to put forward the strategies of cultivating senior high school students' critical thinking in geography.There are three main aspects.First,we should carry out relevant teaching and research activities to encourage teachers to learn and share with each other.Including strengthening teacher-related learning,paying attention to teaching reflection,developing new lessons and collective lesson preparation within the teaching and research group to promote exchanges,in-depth excavation of textbooks and innovative teaching methods.Secondly,we should build a democratic geography classroom and strengthen the students' principal position.It includes active classroom atmosphere,application of problem-driven teaching,overcoming strong presupposition and diversification of evaluation methods.Thirdly,we should change the traditional concept of geography education and foster the awareness of cultivating thinking and ability.It includes eliminating students' psychological barriers and creating an environment conducive to the development of critical thinking.The cultivation of senior high school students' critical thinking in geography aims at shaping a kind of good and decisive thinking,cultivating useful thinking suitable for students' lifelong development.