Research On Project-based Teaching Design And Evaluation For The Cultivation Of Senior High School Students' Geography Ic Core Literacy Of Comprehensive Thinking

As the quality and ability of thinking to understand the whole geographical environment,geographical comprehensive thinking is one of the most crucial and necessary qualities that students should have.The traditional way of teaching is that teachers instill knowledge into students,which is not conducive to the cultivation of students' comprehensive thinking ability.Therefore,it is necessary to improve the current geography teaching methods in order to cultivate and improve students' comprehensive thinking of geography.As a new teaching method,project-based teaching can enrich geography classroom teaching methods and provide new ideas and methods for the cultivation of comprehensive thinking in geography,but its promotion effect on the cultivation of comprehensive geographical thinking will to be clarified.This paper takes 124 senior high school students in dengfeng city,henan province as the research object and adopts the methods of literature research,questionnaire survey,test method and mathematical statistics On the basis of in-depth analysis of the connotation between comprehensive thinking of geography and project-based teaching,this paper constructs the project-based teaching model from the project introduction stage,the project implementation stage and the project evaluation stage combining with with the project type teaching and the correlation of geography comprehensive thinking and designs two teaching cases based on the constructed teaching model: the earth movement and the atmosphere on the earth.In order to evaluate the effect of project-based teaching on the cultivation of comprehensive thinking,the author designed the evaluation scale of geographical comprehensive thinking and the scale of test questions based on the three dimensions of geographical comprehensive thinking and SOLO classification theory,and compiled the questionnaire and test questions according to the designed scale.Based on the selected project-based teaching cases and the comprehensive thinking evaluation tools of geography,the project-based teaching experiments are carried out to explore the relationship between project-based teaching and the cultivation of students' comprehensive thinking in geography.The teaching experiment designs the experimental class and the control class,the experimental class adopts the project teaching method,the control class USES the traditional teaching method.Based on the questionnaire and test questions,the experimental results are analyzed.Among them,the results of the questionnaire data analysis show that there is no significant difference in the overall comprehensive thinking ability and the factor synthesis,space-time synthesis and local comprehensive thinking ability between the experimental class and the control class before the implementation of the project teaching.However,after the implementation of project-based teaching,the overall comprehensive thinking ability and factor synthesis,space-time synthesis and local comprehensive thinking ability of the experimental class are significantly improved,while the control class do not change significantly.The result of data analysis shows that the overall response situation and the response situation of each question of the experimental class are better than that of the control class.The average score,score rate,the highest score and the lowest score of the experimental class are all higher than those of the control class,and the number of students in the experimental class with high thinking structure level is significantly higher than that of the control class.Through the analysis of the above experimental data,it can be concluded that project-based teaching is effective in cultivating the comprehensive thinking ability of geography.