Research On The Application Of Mind Mapping In The Cultivation Of Comprehensive Geographical Thinking Literacy For Senior High School Students

The key to the development of academic quality standards is the core quality of the geography discipline,which is also the key factor that affects the overall effectiveness of the curriculum reform in our country.At present,there are relatively few researches on the core quality of geography,and the theoretical foundation is not complete,the research on the cultivation of core quality is quite deficient,which is not conducive to the long-term development of the geography discipline.This article mainly studies the way of cultivating geographical comprehensive thinking,which is one of the core literatures of geography.As a relatively new modern teaching method,mindmapping is the method of using words and images to express the framework of knowledge by the learner themselves,which is quite accord with the requirement of comprehensive thinking training.This study,guided by the schema theory,systematic thinking theory,information processing theory and knowledge visualization theory,adopts literature research method,questionnaire survey method and case study method to analyze the current situation of geographical comprehensive thinking cultivation of high school students based on mindmapping.Through the design and analysis of teaching cases,combining theory with practice,this paper puts forward the application suggestion.I want to be able to provide some assistance in the development of students' comprehensive thinking and the improvement of geography teaching method in high school.(1)Through the design of teacher and student questionnaire,select the respondents and organize the collected questionnaires.By analyzing the results of the questionnaire survey,this paper summarizes the misunderstandings in the cultivation of high school students' geographical comprehensive thinking: the use of mindmapping is still low,teachers lack a comprehensive understanding of the comprehensive thinking quality of high school students,teachers lack the ability to apply the mindmapping,and makes attribution analysis on the existing problems.(2)The design and teaching practice of mindmapping.Firstly,the teacher should guide the students to understand and draw the mindmapping.On the basis of this,presenting the specific cases of cultivating the comprehensive thinking of high school students based on mindmapping from the four aspects of pre-class preview,classroom teaching,after-class review and problem-solving process.(3)The application strategy of mindmapping in the cultivation of high school geography comprehensive thinking.According to the questionnaire analysis and teaching practice,three kinds of application strategies are summarized: construct cognition model,perfect knowledge system,and form a solution idea.The cultivation of comprehensive thinking literacy requires students from more elements in the process of learning to train their consciousness of the whole of the geographical environment in the correlation analysis,from the perspective of regional comprehensive experience systemic geographic environment,blend in time and space of the dynamic development of geographic things,mindmapping of the radioactive thinking mode and the structure of the hierarchy of expression in optimization to build cognitive model,improving the knowledge system plays a positive role,forming their thinking,so as to contribute to the cultivation of the high school geography comprehensive thinking quality.In addition,in the use of mindmapping in the process of cultivating high school students comprehensive thinking literacy should be pay attention to strengthen the training of geography teachers,choose appropriate teaching content,to respect the principal position of students,flexible selection of drawing mode and other issues.