Research On The Comprehensive Thinking Literacy Of Senior High School Students In Geography And Its Training Strategy

With the enactment of the new edition of the regular high school geography curriculum standards,as an important component of geographical key competencies,the cultivation of geography comprehensive thinking has also received extensive attention from teachers.On the basis of the literature research,this paper further summarizes the meaning and characteristics of geography comprehensive thinking from the basis of philosophy,psychology,and geography,as well as introduces in detail about the elements,time-space and regional comprehensive thinking.This paper has designed the current situation questionnaires of cultivating comprehensive thinking competencies in high school geographical teaching,divided into teachers' questionnaire and students'questionnaire,and combined with teacher interviews to analyze the current situation of the students' comprehensive thinking level,the factors of affecting the improvement of comprehensive thinking,as well as counted teachers' and students' strategies suggestions for training comprehensive thinking.Through selecting typical questions,diagnosing the students' test papers,find out the obstacles of students' geography comprehensive thinking.Finally,this paper puts forward some strategies for cultivating geography comprehensive thinking.Through questionnaires,interviews and question diagnosis,the main results achieved in this paper are as follows:(1)The students' understanding of elements,time-space,and regional comprehens-ive thinking is not accurate enough.Most teachers of different teaching ages,teaching grades,and schools both think the current students' comprehensive thinking level is poor.It also shows that the students' comprehensive thinking needs to be improved.(2)The low level of geography comprehensive thinking has a great relationship with students' poor basic knowledge,ambiguous knowledge network,and weak regional geography knowledge.In addition,teachers also think that students' geography learning attitudes,learning methods,analysis and presentation skills,and teachers'teaching methods can affect their geography comprehensive thinking.(3)In geographical teaching,most of teachers cultivate students' comprehensive thinking through "organizing the geographical knowledge network" and "case teaching".The former is also recommended by most of students.In addition to the above two methods,"practical activities" and "problem exploration" are also the training strategies recommended by most teachers.(4)Through the horizontal division of the composition dimension of geography comprehensive thinking,combined with test papers to diagnose the obstacles of students' geography comprehensive thinking.It was found that the mastery of geographical basic knowledge,the ability of analysis and induction,and spatial positioning ability can affect students' comprehensive thinking level.The understanding of geographical concepts and geographical processes can influence whether students can analyze the various geographical elements comprehensively.Analysis and induction ability can affect students' judgment of geographical phenomena and description of geographical processes.Spatial orientation ability can affect students' judgment of spatial layout of geographical elements.(5)Based on the results of the survey,this paper proposes strategies for cultivating geography comprehensive thinking from the following perspectives:cultivating students' elements comprehensive thinking through practical activities,and improving their understanding of geographical concepts and phenomena.Through layer superposition,statically analyze the spatial distribution of geographical elements,guide students to analyze the factors that affect the distribution of geographical things,and dynamically analyze the development and changes of geographical things,improve students' analytical ability and spatial awareness.Through case teaching to train students' regional comprehensive thinking.Finally this paper puts forward to consolidate the students' comprehensive thinking by organizing the geographical knowledge network.