Experimental Research On The Development Of Students' Geography Comprehensive Thinking By Multimedia Technology

As one of the core literacy of geography,geography comprehensive thinking means that people can use integrated thinking methods to understand geographical things,and comprehensively,systematically and dynamically understand the geographical things from a holistic perspective,and the relationship between geographical things and human activities.As an auxiliary teaching method,multimedia technology has greatly promoted the development of geography teaching by using its own integration,diversity and intuitiveness,deepening students' understanding of geography knowledge and helping students to analyze problems.Therefore,this study mainly studies the influence of multimedia technology on promoting the development of students' comprehensive level of geography.With the promulgation and implementation of the new curriculum standards,the examination of students' comprehensive thinking level is gradually increasing,and the geography subject itself has a strong comprehensiveness.Therefore,this article combines the status quo of the current high school students' comprehensive level of geography thinking.This paper uses literature research,classroom observation and experimental research,and carry out an experimental study on the development of students' comprehensive level of geography thinking through multimedia technology.The study is based on the high school A class and the high school class B of Linxian High School in Luliang City,Shanxi Province.The two levels of students have similar levels of geography and comprehensive thinking.The teaching content is the same as that of the instructors..In this study,the third grade A class is the experimental class,the B class is the control class,the constructed teaching strategy and teaching design are applied to class A,class B adopts the traditional teaching method,and then the classroom observation and record,according to the classroom observation record table.Qualitative analysis is carried out.At the same time,the evaluation criteria of students' comprehensive thinking level are formulated by using SOLO classification evaluation theory,and the development level of three dimensions of students' comprehensive geography thinking level is quantitatively analyzed.Through the study,the following conclusions were drawn:(1)From the overall situation,the author finds that most of the students in Class A and Class B can reach the level of single-point structure,that is,they can be analyzed from a certain dimension,and some students are at a multi-point structure level,and can find different dimensions,but can't connect between different dimensions,that is,there are very few students at the level of the associated structure.Among them,Class A students are more at the level of the associated structure than Class B,that is,the overall level of comprehensive thinking of Class A is higher.(2)From the perspective of the comprehensive dimension of the element,students are easy to find the elements related to the subject in the material,but for features that cannot be obtained directly from the material,the student's answer is not optimistic.From the perspective of the mean distribution,class A Students' overall situation of factor dimensions is better than Class B.(3)From the perspective of the comprehensive dimension of time and space,it is easier for students to consider time changes and ignore spatial changes.Similarly,from the mean distribution,Class A students score higher than the Class B for the comprehensive perspective of time and space.(4)From the perspective of the comprehensive aspects of the local dimension,the answers to the questions of the two classes are not optimistic,and the students' ability to combine specific places is weak.From the perspective of the average score,the A students have a slightly higher score for the local dimension.In class B.(5)Judging from the connection between different dimensions,the students of the two classes have a weak sense of establishing contact between the dimensions.From the perspective of the comprehensive factor dimension and the space-time dimension,the average score of Class A is higher than Class B;From the perspective of the relationship between the comprehensive factor dimension and the local dimension,the scores of Class A and Class B students are roughly the same;from the perspective of the comprehensive time-space dimension and the local dimension,the average score of Class A students is higher than Class B,B No students in the class wrote this connection.