Research On The Cultivation Of Comprehensive Thinking Of Geography Of Senior High School Students Under PBL Mode

Since the new curriculum reform,“key competences” has become an important training goal of geography teaching in high school.“Comprehensive thinking” is an important part of geographical key competences,but also the basic thought and research method of geography.As a new teaching mode,Problem-Based Learning(PBL)is an important way to stimulate students’ interest in learning and cultivate their ability.Integrating the two into the process of geography teaching is of great significance for cultivating geographical key competences.Based on the characteristics of PBL mode and comprehensive thinking,this paper discusses the advantages of PBL mode in cultivating comprehensive thinking,then investigate the current situation of using PBL mode to cultivate comprehensive thinking,reveals the existing problems,and proposes the corresponding approaches and strategies from aspect of teaching,supplemented by teaching cases.The main research conclusions of this paper are as follows:Firstly,by sorting out relevant research results at home and abroad,this paper explains the characteristic of PBL mode and comprehensive thinking,analyzes the advantages of PBL mode in cultivating comprehensive thinking in the process of problem design,problem exploration and problem solving,takes the compulsory geography 1 of Shandong Education Press as an example to analyze the teaching content of cultivating comprehensive thinking by using PBL mode.Secondly,the questionnaire method was used to investigate and analyze the current situation of the PBL mode in cultivating high school students’ comprehensive thinking.The results show that both teachers and students agree with the importance of PBL mode and comprehensive thinking.They believe that teachers can improve students’ comprehensive thinking by improving teaching methods,creating teaching situations and improving students’ learning methods.However,students still have problems in their learning,such as lack of understanding of comprehensive thinking,lack of awareness of problems and lack of awareness of reflection;There are some problems in teaching,such as the inadequate understanding of PBL,the separation of the classroom from the reality of life,the neglect of students’ classroom activities and autonomous learning,and the neglect of students’ thinking structure evaluation.And teachers believe that students’ lack of solid geographical basic knowledge,unclear knowledge network,teachers’ teaching methods,students’ learning methods,and students’ ways and habits of thinking will affect the improvement of students’ comprehensive thinking.Thirdly,in view of the problems existing in the survey,combined with the characteristic of PBL mode and comprehensive thinking,this paper puts forward the path and strategy for the cultivation of comprehensive thinking of senior high school under PBL mode.Guided by the principles of openness,hierarchy,appropriateness,independent thinking and cooperative inquiry,the teaching process is carried out in accordance with the step of setting up study groups,creating problem situations,breaking down problem chains,group cooperative exploration,problem solving and display,evaluation and reflection.Some strategies are adopted to ensure the smooth implementation: through the rational design of problems,select teaching materials;change the traditional learning concept,cultivate the awareness of problem-solving;reserve sufficient time for students to fully think;strengthen the application of modern information technology,enrich learning resources and ways;use mind map to display the results of exploration,consolidate comprehensive thinking;pay attention to evaluation and reflection.Fourthly,taking “flood disaster” from the compulsory geography 1 of Shandong Education Press as an example,this paper carries out the design and practice of the teaching cases of comprehensive thinking training for senior high school students under PBL mode.In view of the problem existing in the process of practice,such as the difficulty of creating situations,the complexity and diversity of evaluation methods,the lack of problems and innovative consciousness of students,and the imperfection of teaching facilities,this paper put forward corresponding suggestions from the school,teachers and students.