Research On The Cultivation Of Comprehensive Thinking Literacy In The "Geographical Process" Teaching

"General Senior High School Geography Curriculum Standard(2017 Edition)" takes comprehensive thinking as one of the important components of the geographical core literacy,and the cultivation of comprehensive thinking literacy has become a hot topic.As one of the core concepts of Geography,"geographical process" is endowed with unique advantages in the cultivation of comprehensive thinking literacy due to its characteristics of comprehensiveness,timeliness and space.However,there are few studies on the combination of the teaching of "geographical process" and the cultivation of comprehensive thinking.Therefore,to explore the strategies and methods of cultivating comprehensive thinking literacy in the "geographical process" teaching can effectively fill the gap of theory and guide the practice of Geography teaching in middle schools.Viewing on the "geographical process" teaching perspective,this study explores the training strategy of comprehensive thinking literacy,explains the guiding significance of the theory of constructivism,Geography science and Geography teaching.The concept of"geographical process" teaching and comprehensive thinking literacy is defined.Using classroom observation,analysis and expert consultation method and other research methods,in order to know the real situation and main problems of cultivation of comprehensive thinking literacy in geographical process teaching.At last,the author puts forward some strategies and cases of cultivating comprehensive thinking in the"geographical process" teaching,which can provide reference for the practice of Geography teaching in senior high school.This paper is divided into six parts:The first part is the introduction.The research topic was determined,the research background was explained,the research significance was pointed out,the research status at home and abroad was sorted out,and the research plan was made by reading domestic and foreign research literature related to the teaching of "geographical process" and the cultivation of comprehensive thinking.The second part is the basic theory and method.Firstly,it defines the concepts of geographical process,geographical process teaching,comprehensive thinking and comprehensive thinking literacy,analyzes the relationship between "geographical process" teaching and Geography teaching process,and expounds the comprehensive thinking contained in "geographical process" teaching.Secondly,the theoretical basis of this paper is clarified,and the guiding significance of constructivism,Geography science and Geography teaching are introduced respectively.Finally,it introduces three research methods:expert consultation,classroom observation and work analysis.The third part is the construction of observation scale.In the first step,according to the principles and basis of the scale construction,the system of the observation scale is preliminarily constructed.The second step is to use the prepared expert interview questionnaire to conduct expert consultation,analyze the results of the expert interview,revise and improve the scale based on the modification opinions of the experts.Finally construct "The Observation Scale of Comprehensive Thinking Literacy in Geographical Process Teaching".The fourth part is the investigation of the current situation.Using the developed scale tools to observe the actual "geographical process" teaching classroom,analyzing the selected "geographical process" teaching design.Combining quantitative and qualitative analysis,in order to know the main problems and shortcomings of the cultivation of comprehensive thinking literacy in "geographical process" teaching currently.The fifth part is the strategy.On the basis of the main problems summarized in the fourth part,four specific strategies for cultivating comprehensive thinking literacy in the"geographical process"teaching are put forward under the overall strategy named"Implementation Requirements of the Geographical Process Teaching".The sixth part is the conclusion and prospect.This part summarizes the basic conclusions,shortcomings and prospects.Starting from the theoretical level,this paper explores the way to cultivate a core literacy in the teaching of a core concept.The research results enrich the two theoretical systems of core concept teaching and core literacy cultivation to a certain extent,and have certain guiding significance and reference function for the new curriculum reform of middle school Geography.