The Training And Practice Of Comprehensive Thinking Ability In Senior High School Geography

Cultivating students' comprehensive thinking ability in geography is the requirement of the core literacy of geography.Using thinking structure evaluation is an important way to cultivate comprehensive thinking ability in geography.The existing results focus on one-way research on the teaching design and training strategies for cultivating comprehensive geographic thinking ability,and seldom use the thinking structure evaluation method to evaluate the training effect of comprehensive geographic thinking ability,and there is no teaching design for cultivating comprehensive geographic thinking ability.Integrate consideration with the evaluation of the training effect.Use questionnaire surveys,experimental research and other methods to understand the training of high school students' geographic comprehensive thinking ability,construct a high school geographic comprehensive thinking ability training evaluation program based on the evaluation of thinking structure,carry out teaching case design,conduct teaching experiments,and evaluate teaching experiments to cultivate geographic synthesis The effect of thinking provides theoretical support and practical reference for cultivating high school students' comprehensive thinking ability in geography.The main conclusions are as follows:(1)Geography teachers accounting for 92.23% of the total number of surveys do not have a deep understanding of comprehensive geographic thinking,and the teaching and evaluation methods for cultivating students' comprehensive geographic thinking need to be improved;95.28% of the total number of students surveyed have a strong desire to improve their comprehensive geographic thinking ability.It is also hoped that teachers can use the methods of "judge the state of thinking development by stratification of learning results" and "the situation of answering questions in the classroom" to evaluate the level of their comprehensive geographic thinking ability.(2)Constructing a plan based on the evaluation of thinking structure has an instructive effect on the cultivation of comprehensive geographic thinking ability.The geographic comprehensive thinking ability evaluation program based on the evaluation of the thinking structure can be constructed from four aspects: the relevance of the comprehensive geographic thinking level and the thinking structure level,the determination of the evaluation index,the characteristics of the thinking structure level,and the structure of the evaluation standard,exploratory determination of geography The comprehensive thinking ability evaluation index system consists of 3 first-level indicators and 9 second-level indicators.(3)Integrating thinking structure evaluation theory into teaching case design can effectively cultivate high school students' comprehensive geographic thinking ability,especially for girls' factor integration and time-space integration.The study found that compared with the control class,there are more people in the experimental class in the single-point structure and the multi-point structure;37.5%and 70.83% of the girls are in the single-point structure in element integration and spatiotemporal integration,only 17.86% and 53.57% Boys are in a single-point structure in terms of element integration and time-space integration.Through high school geographic comprehensive thinking ability training and practical research,construct an evaluation scale of geographic comprehensive thinking ability based on the evaluation of thinking structure,evaluate the effect of geographic comprehensive thinking ability training,in order to provide theoretical reference and practical reference for frontline teachers,and effectively promote students' geographic integration Cultivation of thinking ability.