A Strategy For Cultivating Comprehensive Geographical Thinking Based On Problem-based Teaching

At the end of the 20th century and the early 21 st century are at the intersection of international education reform,and countries in the world have promoted the education and teaching reform with core literacy as the goal.The research of the core literacy of geography is launched with the implementation of curriculum reform into the teaching of geography.The Geography Curriculum Standards for General High Schools(2017 Edition)issued by the Ministry of Education clearly stipulates the values,key abilities and necessary character that students should have after learning geography courses,and formally determines that the core literacy of geography includes four aspects of human coordination,comprehensive thinking,regional cognition and geographical practice.Comprehensive thinking is based on the comprehensive characteristics of geography,embodies the way of thinking and thinking characteristics of geography learning,"new curriculum" will "attention to problem teaching" as the implementation proposal,reflects the importance to the problem teaching method,so the problem teaching and training comprehensive thinking combined research has a certain practical and theoretical significance.On the premise of sorting out and analyzing the research status of problem-based teaching and comprehensive thinking at home and abroad,the concept of integrated thinking and problem-based teaching of geography is defined according to their own understanding,the relationship between the cultivation of comprehensive thinking and problem-based teaching is expounded,and the implementation procedure of problem-based teaching of geography is determined,and the theoretical level is laid.Through classroom observation,we can understand the current situation of the comprehensive thinking training of problem-based teaching in the current classroom teaching,and find that there are the following problems: the geographical situation created is not prominent and lack of thinking;The problem design is not open,and the cultivation of students' problem consciousness is ignored;The process of problem inquiry is not rigorous and lacks correct guidance;The conclusion and evaluation pay too much attention to the results,ignore the improvement of process and ability,and the implementation of migration and application is low,and the detectability is not enough.According to the existing research and experience,the following suggestions are put forward for the implementation of problem-based teaching: highlighting the creation of problem situations and guiding students to pay attention to the geographical process;Problem design reflects the internal connection of knowledge and enhances the problem of situation;To find the solution to the problem in many ways,and to promote the development of comprehensive thinking;In the summary and evaluation,we should guide students to construct thinking context and strengthen the evaluation of students' thinking;In the process of transfer application,the level of students' application of migration is improved.The goal of training comprehensive thinking is clear,the promotion of problem-based teaching to the cultivation of comprehensive thinking is fully exerted,and the ability of students to understand and analyze geographical things and geographical problems comprehensively,systematically and dynamically is improved.Taking soil as an example,combined with the comprehensive thinking training strategy proposed in the previous article,this paper analyzes the class example,and points out how to design the teaching based on the problem-based teaching in the geography classroom teaching,and promote the cultivation of students' comprehensive thinking.