The Research On The Teaching Of Geographical Cause Knowledge And The Cultivation Of Comprehensive Thinking Literacy

Comprehensive thinking is an important part of the core literacy of geography,which is a necessary thinking method in geography learning and research.At present,the cultivation of comprehensive thinking literacy in high school geography class is mainly based on content attribute,thinking type,teaching mode and method,and puts forward many effective methods and ideas.This paper thinks that comprehensive thinking literacy can be cultivated from the perspective of geographical cause knowledge teaching.The knowledge of geographical cause focuses on answering the question of "why is it like this",which is the core content of the knowledge system of geographical discipline,including the understanding of the formation mechanism of geographical features,geographical laws and geographical processes.It has great universality,and has the content and function of cultivating comprehensive thinking literacy.In the process of solving the problems of geographical cause,students often need to mobilize the knowledge of geographical laws and principles,master the essence and core of the subject,train their thinking greatly,improve their ability of transferring and using knowledge effectively,and improve their comprehensive thinking level.The research of this paper starts from the definition of the related concepts of"geographical cause teaching" and "comprehensive thinking literacy",and takes"geography science theory","constructivism learning theory" and "geography curriculum and teaching theory" as the guiding ideology.First of all,use the literature method to summarize the general steps of the teaching of geographical cause knowledge,use the content analysis method to summarize the geographical cause knowledge involved in the compulsory geography textbook of People's Education Press;then,use the expert consultation method to develop the classroom observation scale;next,use the classroom observation method,interview investigation method and work analysis method to analyze the current teaching process of geographical cause knowledge.There are some problems in the cultivation of comprehensive thinking literacy,mainly including:the situation creation is biased,the learning motivation stimulation is little;the cause type is uncertain,and the analysis method is not targeted;teaching instead of learning is common,and active exploration is still rare;the level of migration and application is low,so it is difficult to improve the comprehensive thinking.Finally,the paper puts forward the corresponding methods and suggestions in view of the existing problems.The suggestions are divided into two parts:"core orientation" and "basic method","core orientation" refers to the link that geographical cause knowledge teaching must go through,there are three aspects:correctly create the situation,build a comprehensive thinking platform;encourage active exploration of problems,identify the subject of comprehensive think;transference geographical cause knowledge,define the level of comprehensive think."basic method"refers to the teaching strategies of different types of geographical cause knowledge,there are four aspects:clear the connotation,decompose the elements,guide the exploration of geographical feature cause;grasp the sequence,link the time and space,intuitively reproduce the geographical process cause;multi-terminal thinking,combined with the local,comprehensive analyze the geographical law cause;focus on the scale,dynamic thinking,flexible reveal the cause of geographical phenomenon.This paper mainly includes the following six parts:First:introduction.This part mainly determines the research background,research significance and research status,and to develop research purposes,research methods and technical routes by combing a large number of relevant literature.Second:basic theory.This part mainly explains the related core concepts of this paper,especially the relationship between the teaching of geographical cause knowledge and the comprehensive thinking literacy,as well as the guiding theories and thoughts of this paper,including the theory of geographical science,the theory of constructivism learning and the theory of geographical curriculum and teaching.Third:basic methods.This part is primarily designed as the primary tool for analyzing problems:classroom observation scale.On the basis of the relationship between the teaching of geographical cause knowledge and the comprehensive thinking literacy,the observation scale follows the principles of scientific,objective,geographical,targeted and operational,the curriculum standard and content,and the expert consultation method.Fourth:the diagnosis and analysis of the current situation of the cultivation of comprehensive thinking literacy under the teaching of geographical cause knowledge.This chapter is the key part of this paper,mainly through the classroom observation,supplemented by interview survey and work analysis,diagnosis and analysis of the selected observation samples,sorting out the main problems.Fifth:suggestions on how to cultivate comprehensive thinking literacy in the teaching of geographical cause knowledge.In view of the main problems summarized in the fourth part,this paper puts forward some ideas and suggestions from two aspects of core orientation and basic method.Sixth:conclusion and prospect.This part summarizes the main conclusions of this paper,puts forward the shortcomings of this study,and points out what can be further studied and discussed in the future.