Research On Training Strategies Of Comprehensive Geographical Thinking Of High School Students Based On In-depth Teaching

Deepen the needs of curriculum reform and the promulgation of new curriculum standards.High school geography education is moving towards the core literacy era of geography.Geographic comprehensive thinking is one of the core literacy of geography.Comprehensiveness is also one of the characteristics of geography.The improvement of comprehensive literacy of geographical thinking is conducive to student adaptation The new college entrance examination reform and the new subject selection in Guangdong are also conducive to the cultivation of comprehensive talents.Therefore,in the geography classroom teaching,more and more attention is paid to training students' comprehensive thinking in geography.However,at present,there is a problem of surface teaching in high school classrooms.How to cultivate students' comprehensive thinking in geography has become a major challenge for teachers.In-depth teaching advocates that teachers should deeply dig the teaching content,deeply analyze the cultural background behind the knowledge,deep dialogue between teachers and students,and classroom depth Reflection.Therefore,in-depth teaching is the essential direction of deepening curriculum reform,and geography classroom must move towards in-depth teaching.This article combines in-depth teaching with comprehensive geography thinking,explores effective strategies for cultivating geography comprehensive thinking among high school students,and improves effective classroom teaching.This article uses literature analysis method,questionnaire survey method,classroom observation method,statistical analysis method for research.To study the current status of the foundation of in-depth teaching and comprehensive thinking research at home and abroad,use meaningful learning theory,recent development zone theory,and situation cognitive theory to promote the geography classroom to in-depth teaching and cultivate students' comprehensive thinking in geography.The research work of this paper is divided into the following parts: The first is to summarize the connotation,characteristics and ideas of comprehensive geography thinking and in-depth teaching,and to consider the connection between in-depth teaching and comprehensive geography thinking and the feasibility analysis of in-depth teaching to cultivate students' comprehensive geography thinking The second is through the questionnairesurvey and the diagnosis of test questions to analyze the current status of high school students' comprehensive thinking in geography and the problems in the process of training;the third is to propose methods and strategies based on in-depth teaching to cultivate students' comprehensive thinking in geography;Design three teaching cases,namely "Atmospheric Movement","Integration of Natural Geographical Environment","Transportation Layout and Influence" and carry out teaching practice.The research results of this article are as follows: The first summary analyzes the characteristics,concepts and significance of in-depth teaching in cultivating comprehensive thinking.The second analysis is that the current status of high school students 'comprehensive thinking in geography is that the students' general level of comprehensive thinking is generally average.There are significant differences in the three dimensions of the students 'comprehensive thinking.Most of the students have reached the intermediate level of elementary comprehensive time and the elementary level of regional comprehensive thinking.,Most students have not reached the advanced stage of comprehensive thinking.Based on the diagnosis and analysis of test questions,the problems existing in the development of students 'comprehensive thinking in geography are: weak geographical foundation and lack of depth;ignoring the principles behind geographical methods,students' surface thinking.Third,based on the conclusions of the survey,the strategies for cultivating geographic integrated thinking are: in-depth analysis of classroom introduction;in-depth mining of textbook content,in-depth teaching;in-depth organization of teaching process;in-depth classroom reflection;in-depth construction of teacher-student relationship and teaching practice of the proposed teaching strategy.