Research On The Cultivation Strategy Of Geographic Synthetic Thinking Based On Mind Map

In order to implement the concept of Lide Shuren education.China has promulgated the "General High School Geography Curriculum Standard(2017 Edition)"(hereinafter referred to as "2017 Edition Course Standard").In the new curriculum standard,it is pointed out that high school geography teaching should pay attention to cultivating students' core cultural literacy and innovative geographic core literacy cultivation methods.Comprehensive thinking is an important part of geography core literacy,The improvement of students' comprehensive thinking level is not only conducive to adapting to the current new college entrance examination reform,but also conducive to meeting the needs of social development for comprehensive talents,Therefore,current geography teachers are paying more and more attention to cultivating students' comprehensive geographical thinking.However,how to cultivate students'comprehensive thinking on how to be highly efficient is a major problem faced by current frontline teachers.Based on this,this paper will deeply explore the teaching value of mind map,establish an effective connection between mind map and comprehensive thinking,and then propose a teaching strategy to use the mind map to cultivate students' comprehensive thinking,and provide a reference for teachers to cultivate students' comprehensive thinking.This study,through literature research method,questionnaire survey method,experimental research method,etc.,cultivates the status quo of domestic and international research on the application of mind map to students'comprehensive geography thinking?Mind maps and related concepts of geography and integrated thinking?The Dimensional Composition and General Development Process of Students'Comprehensive Thinking?Development Status of Students' Geography Comprehensive Thinking Based on Mind Map?Relevant research has been carried out on the use of mind maps to cultivate strategies and effectiveness of geographical integrated thinking.Mainly got the following conclusions:(1)According to the SOLO theory,the general development process of geographical integrated thinking is proposed,The development of comprehensive thinking is an advanced development process from a low level to a high level.From the perspective of concrete performance,the development of students' comprehensive geography thinking is from the unstructured thinking to the single-point structural thinking,multi-point structural thinking,related structural thinking,and the development of abstract structural thinking.(2)this paper constructs an evaluation index system Based on the dimensions and characteristics of comprehensive thinking and the comprehensive thinking of geography in the context of SOLO theory,The students' comprehensive thinking level is evaluated from four aspects:the number of knowledge points,the quality of knowledge points,the relationship between topics,and the relationship between knowledge points.(3)Through the investigation of the status quo of students' comprehensive thinking development level,the conclusion is drawn:Among the research objects,the proportion of students with multi-point structure thinking is the largest,followed by students with associated structural thinking,students with abstract structure thinking,students with single-point structure thinking,and the proportion of students with no structural thinking is the smallest;From the school point of view,there is a difference in the overall level of students'thinking between schools,The overall key thinking level of the overall key middle school students is better than that of ordinary middle schools,The comprehensive thinking level of the key class students is better than the ordinary class;At the same time,it also analyzes the characteristics of the mind map of each level of students,the problems and reasons of comprehensive thinking.(4)According to the current research results,According to the recent development zone theory,the single point structure thinking,multi-point structure thinking,related structure thinking,the cultivation strategy of expanding abstract structure thinking and the comprehensive thinking training strategy are proposed.(5)Conducted an experimental study on the use of mind maps to nurture students'comprehensive geography thinking,Through the experiment,the following conclusions are drawn:?Mind map is conducive to cultivating students' comprehensive geographical thinking;?Mind mapping improves the comprehensive thinking ability of students' elements;?The effect of thinking maps on cultivating students'comprehensive thinking ability in time and space is not significant;?The effect of mind mapping on cultivating students' comprehensive thinking ability is more significant;?The mind map cultivating students' geographical comprehensive thinking ability is conducive to the improvement of students' geography learning achievements.