Practical Research By Using The Geographical Integrated Thinking Mind Map To Cultivate Comprehensive Thinking

Comprehensive thinking is an important part of the core literacy of geography.How to improve students' comprehensive thinking ability in geography teaching has attracted much attention from teachers.As a visual tool that can stimulate and sort out thinking,the Mind map has a close connection with comprehensive thinking.This paper explores how to use the Geographical Integrated Thinking Mind map to improve students' comprehensive thinking ability.First of all,the evaluation index and evaluation standard of the Geographical Integrated Thinking Mind map are constructed and improved,and the quality test of the constructed evaluation index is conducted.After passing the test,it is used as an evaluation tool to guide students to draw the Geographical Integrated Thinking Mind map.Then,the structural characteristics of the mind map and the characteristics of comprehensive thinking are combined to design the Mind map pattern with the characteristics of geographical comprehensive thinking,the mode of the Geographical Integrated Thinking Mind map is combined with the structural characteristics and the characteristics of comprehensive thinking,This mode provides a referable model for teachers and students to draw the Geographical Integrated Thinking Mind map.After that,four mind mapping courses with the characteristics of geographical comprehensive thinking are designed to teach students to draw the Geographical Integrated Thinking Mind map,and cultivate students' geographical comprehensive thinking ability in the teaching process.Finally,the empirical method is used to verify the effectiveness of this course.This paper choose Shanghai Chongming middle school high grade two students as a sample,according to the principle of questions to develop comprehensive thinking test of students(D6 and D11)for comprehensive thinking level,including D11 average lower than D6 class,but the overall level is no significant difference,so choose lower average class D11 class,D6 class control class.The experimental class adopts the mind mapping course with the characteristics of geographical comprehensive thinking,and the control class teaches according to the routine.The teaching content,teachers are the same as the experimental class.One month later,the post-test of the comprehensive thinking level of the two classes,found that the comprehensive thinking level of the students in the experimental class improved significantly than that of the control class,the experimental class increased by 147.17%,and the control class only increased by 23.76%.According to the comparison of the data between before and after the test data,it was found that the students in the experimental class had improved in all dimensions of comprehensive thinking,among which the comprehensive and dynamic improvement were the most,increased by 22.13% and 18.24% respectively.The T-test of independent samples before and after each dimension was 0.000,with significant difference.Therefore,it is proved that the Geographical Integrated Thinking Mind map can promote students' comprehensive thinking level in all dimensions.In addition,the Geographical Integrated Thinking Mind map model broadens the space for the students' thinking to play.Meanwhile,the evaluation index system also provides an operational and effective evaluation tool for the middle school geography teachers.