Research On The Design Of Geography Teaching Problems In Senior High School To Promote The Development Of Higher-order Thinking Ability

The information age has put forward new requirements for talent training,and low-level thinking abilities such as memory and understanding can no longer meet the development and needs of society.Society urgently needs a large number of high-level talents.This requires learners not only to learn to acquire knowledge,but also to have the ability to analyze and solve problems,as well as innovative spirit and practical ability.The new curriculum reform also focuses on training students' critical and creative thinking.Therefore,teachers should attach importance to training students' high-order thinking skills such as analysis,evaluation,and creativity,so as to meet the requirements of talents for the development of the times.Thinking originates from problems,and designing high-level problems is an effective way to develop higher-order thinking skills.However,the quality of questions designed by most teachers is not high,which is not conducive to the development of students' high-level thinking.At the same time,many teachers also neglect the training of students' higher-order thinking ability.Therefore,it is necessary to carry out problem design research to promote the development of higher-order thinking ability,so as to provide reference for the majority of teachers.The geography curriculum also focuses on cultivating students' innovative consciousness and practical ability.The comprehensive and practical characteristics of geography disciplines have an irreplaceable role in developing students' higher-order thinking skills.The high school stage is a key period for developing students 'higher-order thinking ability.This article mainly studies the problem design in geography teaching in high school to promote the development of students' higher-order thinking ability.This article mainly based on Dewey's thinking and teaching theory,advanced learning theory,constructivism theory,and recent development zone theory,it adopts the literature research method,investigation research method,classroom observation method,content analysis method,summary induction method.First,through reading and analysis of the literature,the research status at home and abroad is summarized,and the meaning of high-order thinkingability and geographical problem design is interpreted.Then,through investigation and analysis of high school students' high-order thinking ability and the design status of teachers' geographic problems,it is found that there is a general lack of high-order thinking skills in high school students.teachers do not pay enough attention to the cultivation of students' higher-order thinking ability,and rarely design problems of higher-order thinking.This is mainly due to the lack of teachers' ability to design high-level problems and effective guidance,and the students themselves do not pay enough attention.Furthermore,in order to improve the level of problem design,the typical instructional design in the three major geography journals was analyzed,and the characteristics of high school geographical problem design in excellent instructional design were summarized.Finally,based on literature research,combined with classroom observations and survey results,and drawing on outstanding works,a design strategy for high school geography teaching problems that promotes the development of higher-order thinking skills is proposed,geographical issues such as situational,exploratory,critical,open,stepped,and serial can effectively promote the development of students' higher-order thinking ability,and according to the proposed strategy,the teaching theme of soil is selected for teaching design.It is found through research that there is very little research on the cultivation of higher-order thinking ability in geography teaching.Therefore,research on the design of high school geography teaching problems that promote the development of high-order thinking ability,and put forward strategies and cases,which can enrich the research theory of high-order thinking ability and geography problem design.At the same time,this study has certain reference value for improving the design level of teachers' geographic problems,implementing the core literacy of geography,improving the quality of education and teaching,and promoting the development of high-order thinking ability of high school students.