Research On The Cultivation Of Comprehensive Thinking Quality Of Senior High School Students Based On Problem-based Teaching

The 2017 edition of the new curriculum standard puts forward the core quality of geography.Comprehensive thinking is one of the important components of the core quality of geography,and it is also the basic thinking mode of geography discipline.How to cultivate and improve the students' comprehensive quality of geography thinking has become a hot topic in the current education field.At the same time,the new curriculum standard puts forward to attach importance to problem-based teaching.By creating problem situations and taking "problems" as the link,teachers can improve the comprehensive thinking quality of Geography in the process of analyzing and solving problems in turn.In this paper,the combination of problem-based teaching and the cultivation of geographical comprehensive thinking literacy has profound practical significance.Through the investigation and analysis of the current situation of the cultivation of the comprehensive geographical thinking literacy of senior high school students,this paper finds that the current situation of the comprehensive geographical thinking literacy of senior high school students has the following problems:(1)the development level of the three dimensions is different;(2)the thinking of elements is weak;(3)the lack of time and space awareness;(4)the lack of local thinking.In view of the above problems,the author puts forward the corresponding optimization strategies from the implementation of the problem-based teaching:(1)in the creation of the problem situation,setting up the real geographical problem situation,condensing the core geographical problems,stimulating the students' exploration and divergent thinking;(2)in the analysis of the geographical problem link,designing the progressive problem chain,using information technology to cultivate the students' sense of time and space,and comprehensively Cultivate students' comprehensive thinking in geography;(3)in the process of solving geographical problems,with the help of the teaching form of geographical images,carry out geographical experimental investigation activities,improve students' local thinking,and promote the improvement of comprehensive thinking;(4)in the process of summary and evaluation,attach importance to process evaluation,build the thinking structure of questions,and implement the comprehensive thinking quality of geography.At the same time,the author takes two teaching classes in grade two of Chengdu No.12 school as examples to carry out empirical research,respectively,in the problem-based teaching mode and the traditional teaching mode to cultivate students' comprehensive thinking quality of geography.Through comparative analysis of the teaching feedback results of the two classes' students in the overall understanding of comprehensive thinking quality of geography,factor synthesis,space-time synthesis and local comprehensive level,it is confirmed that The problem-based teaching mode can effectively cultivate the comprehensive thinking quality of high school students in geography.