Research On Classroom Teaching Design Based On Improving High School Students' Geographical Comprehensive Thinking

With the introduction of the core literacy of four dimensions of geography,high school geography learning has entered a new stage,and the importance of quality education has become increasingly prominent.In order to truly implement the reform of the new geography curriculum standard and improve the comprehensive thinking ability of high school students,on the one hand,teachers need to have a deep understanding of the core literacy of geography,especially the comprehensive thinking of geography,and on the other hand,teachers are required to infiltrate it into their daily teaching.Go in the event.In order to make a teaching design that enhances the comprehensive thinking of high school students' geography,this research adopts the literature research method,the questionnaire method,the interview method and the case analysis method.First of all,the author combines the current geography education background at home and abroad and the requirements of my country's current new curriculum standard system to explain the research reasons and significance of this article.Secondly,the author has read a lot of theories about comprehensive thinking in geography,learning motivation theory,humanistic theory,and geography learning stage theory.And through student questionnaires and teacher interviews,a practical investigation was conducted,and the practical needs of this research were obtained.Practical surveys show that there are certain problems in students' current geography learning,which need to be improved.At the same time,front-line teaching teachers also put forward targeted suggestions.Combining literature and survey research,the author puts forward suggestions for classroom teaching design based on improving the comprehensive thinking of high school students' geography,and designs the teaching case of "The Main Formation Factors of Soil",and conducts teaching practice at the same time.The feasibility of the instructional design is verified through classroom observation,teacher and student interviews,and quizzes.On the basis of the above research,the following conclusions are drawn:First,the current situation of high school students' comprehensive thinking in geography is not optimistic.It is mainly manifested in the poor comprehensive thinking ability of students in geography,the relatively rigid way of learning geography,and the lack of systematic and comprehensive understanding of geography teachers on the comprehensive thinking of geography.Secondly,through investigation and analysis,it is found that teachers' understanding of improving students' comprehensive thinking.First of all,teachers in the same group should strengthen communication and learning,creative sharing,resource sharing,and increase the emphasis on comprehensive thinking ability.Secondly,it pays attention to teaching design,and runs the concept of improving students' comprehensive thinking ability in geography in teaching design.Finally,after class,collect class feedback from class participants in this class in time.In the aspects of teaching design,emphasis is placed on the application of case teaching method,heuristic method,mind map and image teaching.Third,adhere to the subject status of geography curriculum standards in the learning objectives of cultivating high school students' comprehensive thinking ability in geography.While adhering to the subject status of the geography curriculum standards,the learning objectives should be specified according to the high school geography textbooks and adjusted in accordance with the actual situation in order to achieve the best results.Fourth,this article proposes three ways of expressing and designing learning content based on comprehensive thinking in textbooks.To design the teaching content to enhance the comprehensive thinking,the performance of the geographical comprehensive thinking thought in the textbook should be analyzed-element synthesis,time-space synthesis and local synthesis.Finally,a combination of multiple teaching methods is used to cultivate high school students' comprehensive thinking in geography.This article believes that the extensive use of case teaching and situational teaching,strengthening the role of mind maps in the teaching process,and insisting on evaluating the comprehensive thinking of high school students from multiple angles are effective ways to cultivate comprehensive thinking of high school students.