The Research Of Cuitivate The Geospatial Thinking Ability Of Junior High School Students Based On Situational Teaching

As the new curriculum reform has entered the deep water area,geography study evaluation has a higher demand on the students' geospatial thinking ability in middle schools.Stimulat ing students' interest in geography and improving their geospatial thinking ability have become one of the important topics in geography teaching in middle schools.Through the situational teaching,the creation of situation can stimulate students' interest in geography and cultivate students' thinking ability.Therefore,it has great theoretical and practical value to explore the cult ivat ion of students' geospatial thinking ability in m iddle schools by taking situational teaching as a breakthrough point.Guided by cognitive theory,structuralism,the Zone of Proximal Development and humanism,thesis analyzes the literature on geospatial thinking ability and situat ional teaching,then it defines geospatial thinking ability.And then the questionnaire that includes such five aspects as "thinking ability of geospatial perception,thinking ability of geospatial memory,thinking ability of geospat ial im agination,thinking ability of geospatial posit ioning and thinking ability of geospatial analysis is designed.The current situation of students' geospatial thinking ability in Grade Seven of Zhengzhou Gaoxin No.1 middle school is investigated.Then,the effectiveness of situational teaching in improving students' geospatial thinking ability is analyzed.Based on the procedures of situational teaching and the deficiency of students' geospatial thinking ability,the teaching strategy of cultivat ing students' geospatial thinking ability in situational teaching is put forward.Finally,the inf luence of situational teaching on geospatial thinking ability is analyzed by comparing the changes of students' geospatial thinking ability and their grades in geography.Through analyzing the questionnaire and interviewing teachers,the current situation of middle school students' geospatial thinking ability and situational teaching are investigated,the results are as follows.(1)The geospatial thinking ability of middle school students is low;(2)Both male and female students have their own advantages in geospatial thinking ability;(3)the level of geospatial analys is thinking ability is the lowest among the five abilit ies;(4)Teachers' theories in the geospatial thinking ability and situational teaching need to be strengthened.The reasons are as follows:(1)Their basic knowledge is not solid,and the comprehension is insufficient,thus students can not apply them flexibly;(2)The geographical terms used are not standardized and the expressions are inaccurate;(3)The ability to analyze pictures is not adequate enough to extract useful and effective geographic information;(4)They do not have a clear idea of the topic;(5)The teachers' understanding of geography spatial thinking ability needs to be improved.Teachers mainly use the method of lecture,and the creation of situational materials is not easy to collect and process,so that the teaching effect is not satisfactory.On the basis of analyzing the effectiveness of training geospatial thinking ability in situat ional teaching,the teaching strategies of geospatial thinking ability based on situational teaching are put forward :(1)make you are prepared well for situational teaching: proper seating is conducive to discussion and communication;The specific requirements helps standardize students' class behavior;and teachers' comprehensive quality is improved.(2)The teaching design based situational teaching mainly focuses on geospatial thinking ability : make sure the teaching design suitable for students' geospatial thinking ability at different levels;the authenticity and the integrity of the situat ion;and the training of interpreting drawings should be strengthened.(3)The teaching practice of geospatial thinking ability in s ituational teaching should be designed: combining the teaching materials and learning situation,the knowledge learned is properly integrated into the situation,so as to stimulate students' interest in learning;the questions put forward should be conformed to students' cognitive rules;the appropriate number of questions can guide students to improve the geospatial thinking ability to analyze problems;the teaching of knowledge should be combined with maps,and focuses on error-prone points as well as methods summary;students should exchange discussions,show their thinking paths,and conduct cooperative inquiry learning;the summary in class should focus on organizing knowledge and summarizing methods.(4)The teaching reflection is necessary.Last,through the comparison of geographical grades,it is shown that the results of the independent classes have not improved after a semester of teaching,and the experimental classes have greatly improved under the guidance of situational teaching,especially in the abilit ies of geospatial positioning and geospat ial analysis.The innovation of the thesis: by combining situat ional teaching with geospatial thinking ability,and closely following the teaching practice,it investigates the training strategies of middle school students' geospatial thinking ability.