Research On Cultivation Of Comprehensive Geographical Thinking Of Senior High School Students

Under the development trend of the new era,people need to use comprehensive thinking to obtain information and solve problems.The new curriculum standard has made a systematic and profound interpretation of the core literacy of citizens,confirming the key role of the core literacy of geography in the educational task of Lide Shuren.At the same time,the difficulty,method,and content of the examination questions of the college entrance examination have also undergone significant changes,and more attention has been paid to the display of students' thinking processes.Whether it is the development of the new era,the new curriculum standards,or the evaluation of the college entrance examination,higher standards and stricter requirements are put forward for students' comprehensive thinking.Therefore,research on the current situation,strategy and application of comprehensive thinking training for high school students has certain practical significance.In order to grasp the current situation of the development of students' comprehensive thinking,explore the current situation of the development of high school students' comprehensive thinking from two perspectives.First,on the basis of studying the new curriculum standards,using statistical analysis and combining with the "2019 Chongqing General College Entrance Examination Subject Evaluation Report" to study the student population,analyze the performance of different dimensions of comprehensive thinking examination content in the test questions,and students' response to related content the quantitative results;Secondly,use the questionnaire survey method to study the teacher group,to understand the high school geography teachers' cognition of comprehensive thinking and related problems encountered in the practice of comprehensive thinking training.The research has the following findings:(1)The overall comprehensive thinking level of students is not high,and there are significant differences in comprehensive thinking among students of different levels.Most students have a certain degree of comprehensive thinking ability,but their dimensions are low and their level is low.Most of them stay on a single comprehensive thinking,and it is difficult to use the analysis method that combines elements,time and space,and regional integration.At the same time,no matter what dimensional comprehensive thinking examination is faced,there is a gap in the coping performance of students at different levels,and the coping performance of high-level students is better than that of low-level students.(2)Some teachers lack a deep understanding of comprehensive thinking.Most teachers agree with the importance of integrated thinking in the learning and development of students,but only a very small number of teachers indicate that they have a good understanding of relevant theories,and more than 40% of teachers still indicate that they do not understand and cultivate students' integrated thinking well.(3)Teachers have put the cultivation of comprehensive thinking into practice,but the effect is not obvious.Teachers most often choose case teaching,image teaching,problem-based teaching and other approaches to cultivate students' comprehensive thinking,but they say that based on their training practice,students' comprehensive thinking develops generally,but the fundamental reason needs to be further studied.(4)Many factors hinder the cultivation of students' comprehensive thinking.The biggest obstacle facing teachers is the heavy teaching task,which makes them have no time to take care of students' literacy,especially the cultivation of comprehensive thinking literacy.In addition,the lack of training strategies is also one of the important obstacles.It is difficult for teachers to effectively apply training methods to the classroom.In response to the problems found in the research,the experience summary method was used to summarize the corresponding comprehensive thinking training strategies:find the right training way to improve the students' overall comprehensive thinking level;carry out group cooperation to narrow the gap of students' comprehensive thinking level;evaluate in a timely manner,and feedback the effectiveness of students' comprehensive thinking training;actively create conditions to provide teachers with a learning and teaching environment.Finally,based on the analysis of the relevant curriculum standards and the content of the textbooks,the two courses of "Integrity of the Natural Environment" and "Urbanization" are selected for teaching design.Apply training strategies such as deconstructing the geographic process,combining local cases,carrying out group cooperation,and formative evaluation to specific teaching links,in order to test the pertinence and appropriateness of the strategies in teaching practice,so as to develop practical training activities for teachers provide a certain reference.