Research On Thematic Teaching Diagnosis And Optimization Based On Geographical Comprehensive Thinking Literacy Training

The new curriculum standard puts forward the training objectives of geographic core literacy.Geographic comprehensive thinking is an aspect of geographic core literacy.It refers to the thinking method and ability to understand the geographic environment using a comprehensive perspective.Thematic teaching is one of the teaching methods mentioned in the new curriculum implementation recommendations,and plays an important role in cultivating students' comprehensive thinking skills in geography,therefore,this article attempts to combine thematic teaching with comprehensive geographic thinking.Mainly through classroom observation and work analysis,it is found that thematic teaching has neglected the design of comprehensive thinking literacy teaching objectives and the construction of comprehensive thinking in the training of geographical comprehensive thinking literacy;the situation creation lacks in-depth exploration and coherence;Lack of thinking structure evaluation and other deficiencies.In view of the shortcomings,starting from each link of thematic teaching,an optimization strategy for comprehensive thinking literacy cultivation is proposed,and related teaching examples are designed according to the optimization strategy.This article mainly includes six parts:The first part is the introduction.Through the literature method,determine the research background,research significance and research direction of this article.The second part is the theoretical basis.It defines the relevant concepts of thematic teaching and comprehensive literacy of geographic thinking,expounds the general process of thematic teaching,and analyzes the relationship between comprehensive geographic thinking and thematic teaching on this basis;it determines the theoretical basis of this study.The third part is the basic method.Through the literature method and expert consultation method,starting from the six main links involved in the cultivation of comprehensive thinking literacy in geographic teaching,the key tool of this study-the classroom observation and diagnosis scale was developed.The fourth part is diagnostic analysis.First,according to the classroom observation scale,the classroom observation method is used to diagnose and analyze the selected classroom teaching cases;Secondly,use the work analysis method to analyze the selected teaching design work cases;Finally,from the six main links of theme teaching objectives,theme situation creation,situation problem research,theme activity development,comprehensive thinking construction,and theme teaching evaluation,the status quo of thematic teaching cultivation of geographic comprehensive thinking literacy is explained.The fifth part is the optimization strategy and case design.On the basis of the current status of the fourth part,from the theme task determination,theme teaching objectives,theme situation creation,situation problem research,theme activity development,theme teaching evaluation and other teaching links,combined with specific cases,put forward the optimization strategy for the cultivation of geographic comprehensive thinking and design relevant teaching examples according to the strategy.The sixth part is conclusion and prospect.Summarize the research conclusions,deficiencies and prospects.