Research On Teaching Strategy Of Geographical Process Knowledge To Cultivate The Comprehensive Thinking Of High School Students

The determination of the core quality of geography is the focus and highlight of the revision of the new curriculum standard,and also an important way to implement the basic task of cultivating talents by virtue.Since the new curriculum reform,there have been more and more researches on the cultivation strategy of comprehensive thinking in the core quality of high school geography,and the research on strategic thinking in the teaching of geographical process knowledge has also been involved,while the research on the combination of geographical process knowledge teaching and geographical comprehensive thinking is rarely reported.In order to enrich the theoretical research of geographical comprehensive thinking,strengthen the teaching research of geographical process knowledge,provide reference for middle school teachers to carry out the teaching of geographical process knowledge and improve the students' geographical subject ability,this paper studies how to achieve the goal of cultivating geographical comprehensive thinking by selecting appropriate teaching strategies to teach geographical process knowledge.In this paper,literature analysis,questionnaire survey,comprehensive analysis and case study are used to study the teaching strategies of cultivating comprehensive thinking of geographical process knowledge.The details are as follows:First of all,to make clear the research background and significance of this study,to make a clear definition of related concepts,to determine the theoretical basis of the paper.To make clear the feasibility of the teaching of geographical process knowledge for the cultivation of comprehensive thinking,to establish the three-dimensional correspondence between the level and angle of geographical process knowledge and the teaching value of geographical process knowledge for the cultivation of comprehensive thinking.Secondly,through the questionnaire survey of the front-line geography teachers,we find that there are some problems in the teaching of geography process knowledge for cultivating the comprehensive thinking of senior high school students at this stage.After that,we should follow the principle of integrity to conduct the comprehensive analysis of elements,the principle of coordination to conduct the comprehensive analysis of time and space,the principle of scale to conduct the comprehensive analysis of regions and the principle of cooperation to conduct the teaching principles of classroom teaching,and then put forward the selection Three macro teaching strategies are visualized teaching media,diversified teaching methods and rich teaching situations.According to the main characteristics of different geographical processes,the micro teaching strategies of different types of geographical processes are put forward:(1)teaching strategies of geographical cycle process: building outline information map,strengthening knowledge structure;combining geographical images,flexible teaching methods To transform the scale of time and space.(2)The teaching strategy of geographical evolution process:grasp the evolution mechanism,cultivate the comprehensive thinking of time and space,and train the converse thinking from the result to the cause.(3)The teaching strategy of geography diffusion process: according to the diffusion path,establish the thinking model of time and space change;connect with the reality of life,provide the thinking situation.(4)Teaching strategies for the process of geographical fluctuation change: setting up micro topics to promote the development of horizontal and vertical thinking;developing students' ability to read and analyze maps,and cultivating dynamic thinking.Finally,three typical teaching case designs are written on this basis.