Research On The Teaching Strategies Of Senior School "Geographical Process" Knowledge Oriented To The Cultivation Of Comprehensive Thinking

"Geography Curriculum Standards of General High Schools(2017 Edition)"proposed that students' comprehensive thinking and other geographical core qualities should be highlighted and cultivated.At the same time,how to implement the requirements of the geography curriculum standards and foster students' core qualities in geography have become important and difficult problem in high school geography class.Comprehensive thinking refers to people's thinking mode and ability to understand the geographical environment from comprehensive perspectives.Therefore,this study focused on the core issue of the cultivation of high school students' comprehensive thinking ability through the teaching of "geographical process" in high schools,mainly consisting of the following parts:The first part is introduction.By means of collecting and sorting out relevant literature,the research background,research significance,research status both at home and abroad,and research design of this study are stated,establishing the framework of the current research.The second part elaborates the core concepts and theoretical principles of the thesis,which defines the concepts of "geographical process" and comprehensive thinking and constructs the theoretical foundation of this research.The third part introduces the research on the knowledge of "geographical process"in high school.After combing the knowledge system of "geographical process" in high school,it is found that different types of "geographical process" knowledge teaching are helpful to cultivate students' comprehensive thinking.Furthermore,these various types of"geographical process" knowledge teaching have common key points.The fourth part presents the study of the current situation of "geographical process"knowledge teaching in senior high schools,in which the classroom observation method was used to analyze the high school "geographical process" knowledge teaching status and questionnaire survey technique was adopted to explore the high school students'"geographical process" knowledge recognition and comprehensive thinking level.The results showed that:(1)Teachers did not pay enough attention to "the changing trend of geographical process" and "the geographical effect of geographical process" in the teaching of "geographical process" knowledge.(2)Students believed that "the changing stage of geographical process" was the difficult point of "geographical process"knowledge.Besides,there were some problems in learning "geographical process"knowledge,including insufficient knowledge,lack of practical experience,inability to read maps,rote memorization,etc.(3)Students held that teachers applied case teaching method,lecture method,demonstration method and other teaching methods,and chose a variety of media to help "geographical process" teaching.Thus,they looked forward to direct,simple,clear thinking,and method-oriented teaching methods and an appropriate teaching atmosphere for the "geographical process" class.(4)Both of the training level of teachers' comprehensive thinking and the comprehensive thinking level of students were characterized as '"highest for the element synthesis,second for the space-time synthesis,and worst for the local synthesis".The fifth part puts forward the teaching strategy of high school "geographical process" knowledge oriented to the cultivation of comprehensive thinking,and takes the"urbanization" section as an example to design a teaching case.The proposed teaching strategies include:(1)To guide students to recognize geographical attributes by describing geographical phenomena from various perspectives;(2)To guide students to describe the change process by presenting the scene dynamically and intuitively;(3)To guide students to analyze the causes of changes by setting questions and interpreting materials;(4)To guide students to predict the development trend through discussion and scientific inquiry process;(5)To guide students to evaluate geographical effects by transforming regional scale and contact relationship scale.The sixth part summarizes major conclusions of this paper,the existing problems and the expectations of "geographical process" knowledge teaching in the future.