Research On The Strategy Of Cultivating High School Students' Comprehensive Thinking On Geography Based On The Analysis Of High School Examination Questions

In the 21st century,both the new curriculum reform and the new college entrance examination have focused on the training of students' key abilities and geographic literacy.In addition,the college entrance examination,as the core of curriculum reform,is an important way to select high-quality talents for national development.The college entrance examination and the new curriculum standards,complementing each other,have the same objectives in the secondary education.At the same time,the deepening development of geography has also put forward new requirements for students' geographic literacy.As an important part of the core geographic literacy,comprehensive thinking is an ability that students must master when learning geography.The analysis of college entrance examination questions and the training of core literacy are the hot topics of the new curriculum reform.However,the current research on the college entrance examination questions based on comprehensive thinking remains to be improved.In order to catch up with the trend of the new curriculum reform,the thesis attempts to explore this field theoretically,expecting it can make a contribution to the further research.It also proposes targeted training strategies from the perspective of geography teaching practice to serve as a reference for the classroom teaching of the front-line teachers and help the students to construct disciplinary system.On the basis of literature research,the author defines the comprehensive thinking of geography in terms of its connotation and characteristics basing on the theories of education,psychology,geography and teaching,and describes in detail its three major manifestations:factor synthesis,spatio-temporal synthesis,and regional synthesis.Using the methods of statistical analysis and text research,the author conducts theoretical discussion and comparative analysis on the college entrance examination questions in the past five years basing on geographic comprehensive thinking.Through questionnaire survey,interviews with teachers,and analysis of the students'geography test results to find out the gap between the requirements of college entrance examination and the actual ability of the students,the author also proposes targeted teaching strategies.According to the analysis mentioned above,the author concludes that:(1)After analyzing the college entrance examination questions in the recent five years,the author concludes that:seen from the principle of the test,it has strictly followed the spirit emphasized in the "Examination Syllabus",focusing on testing the students' abilities of learning and ways of thinking.(2)In terms of the examination contents,most of the examination questions focus on the formation of geographical phenomena and on the social realities,which requires the students to use their own knowledge network to give scientific explanations.(3)In terms of the ability,the questions focus on the examination of the core literacy of geography,especially the comprehensive thinking ability.Most questions are accompanied with geographical maps and situations for the students to clarify the relationships between the geographical elements.(4)According to the survey,it is also found that the comprehensive thinking ability of the students is still at a low level.The main problems include:weak in basic knowledge and knowledge network;lack of spatiotemporal awareness,and poor in analyzing and generalizing.Basing on the current situation of the students' geography comprehensive thinking and the interview results of teachers and considering the curriculum standards and examination syllabus on the comprehensive geographical thinking,the author suggests:(1)strengthening students understanding of geographical phenomena by combining overlapping layer,geographical experiments,and case analysis;(2)improving the students'spatiotemporal awareness through multi-scale analysis of geographical phenomena from the perspective of dynamic development;(3)helping students to construct the network of regional comprehensive thinking through case teaching methods and special exploration activities,which requires the teachers to study the case in advance and propose appropriate questions to stimulate the students' active thinking;(4)encouraging students to use mind map and concept map to sort out the knowledge when they are preparing for the examination to train their geographic comprehensive thinking.