"Problem Research" Column Teaching Based On The Cultivation Of Comprehensive Geographic Thinking

In 2017,the latest version of the curriculum standard was promulgated and implemented.The curriculum standard mentions the need to cultivate high school students5 comprehensive thinking in geography.As an important thinking ability for learning geography,this literacy must be cultivated in actual teaching.implement.The"Problem Research" column is an important part of the compulsory textbook of the People's Education Edition.It is essentially an activity column,which carries many functions and values,and the cultivation of comprehensive geographic thinking is one of them.Under the premise that the teaching development of the "Question Research"column is an important way to cultivate comprehensive geographic thinking,coupled with the importance and urgency of the cultivation of comprehensive geographic thinking,in reality,the current situation of geography teachers using the "Question Research" column for teaching implementation is not acceptable.Optimistic and other backgrounds.This research takes geographical comprehensive thinking as the core,and discusses the teaching of "problem research" to improve students' comprehensive thinking ability,which has important research significance.From a theoretical perspective,in-depth exploration of the value of the "problem research" column as a textbook resource,and at the same time,the research centered on the cultivation of comprehensive geographic thinking has enriched the theory of geography teaching.In practice,this research can not only help front-line geography teachers to carry out teaching practice,especially to guide the teaching of "problem research" column,but also can use this column to improve students' comprehensive thinking literacy level.Based on the urgency of the above-mentioned research background,as well as the significance and value of the research,this research is committed to carrying out practical research to improve students' comprehensive thinking literacy level in geography based on the teaching of "problem research".Mainly answer the following three questions:First,what kind of understanding does the geography teacher have to use the "problem research" column teaching to cultivate the comprehensive thinking of geography;second,the students' comprehensive thinking of geography in the teaching process of the "problem research" column What is the level of performance;the third is how to use the "problem research" column of teaching to more effectively cultivate comprehensive thinking in geography.In order to study the above three issues,this article uses a variety of different analysis methods.Under the guidance of relevant theories,two major research tools for conducting empirical research are initially formulated.After expert consultation,opinions summarized and revised,etc.The teacher interview outline of the "Question Research" column,and the classroom observation scale that uses the "Question Research" column to cultivate comprehensive geographic thinking.By selecting interview subjects,recording classroom teaching videos,using the two tools of interview outline and classroom observation scale to study the teaching status of the "problem research" column based on comprehensive geographic thinking,the relevant data needed for this research are collected.After data analysis and processing,the following conclusions are obtained:(1)Teachers believe that the"Problem Research" column has the value of cultivating geographic comprehensive thinking;(2)The teacher does not have a deep theoretical understanding of the"Problem Research" column and comprehensive thinking;(3)Teachers The current situation of using the "Question Research" column to cultivate comprehensive thinking in geography is not optimistic;(4)Students have different levels of comprehensive thinking and huge differences,and there is a lot of room for improvement in future teaching.Based on the problems found in the above empirical research,the author puts forward the following three teaching suggestions for geography teachers:(1)From the ideological level,improve teachers' understanding of the "problem research" column and comprehensive thinking literacy.(2)Teachers should design teaching according to the time and local conditions.Each component of the teaching design should highlight the cultivation of comprehensive thinking,and improve the teaching design level of the"problem research" column of teachers from many aspects.(3)Strengthen students'comprehensive thinking training in multiple ways by choosing appropriate teaching methods,grasping the students' comprehensive thinking level,and designing problems in a targeted manner.In order to more effectively illustrate the applicability of the teaching strategies proposed in this study,this paper selects a "problem study" column of the PEP version of "Compulsory 3" as a case for teaching redesign.Finally,it discusses the conclusions of this research and the existing shortcomings in general,and puts forward some ideas and prospects for future research in this area.