| The newly issued geography curriculum standards in 2017 put forward four core qualities of geography,among which comprehensive thinking is one of the important thinking methods to understand geographical things and solve geographical problems.Teachers' teaching behavior affects students' knowledge mastery and accomplishment.The geographical comprehensive thinking ability measurement scale was used to measure class 1,Class 2,Class 4 and Class 5 of Grade 1 in Chengmai Experimental Middle School of East China Normal University in Chengmai County,Hainan Province,and the mean Class 1 and class 5 with low comprehensive geographical thinking ability were taken as experimental class,and Class 2 and Class 4 as control class.Before the experiment,various measures were taken to improve the level of teachers' comprehensive thinking and teaching behavior.Then the teachers carried out four sessions of high-level comprehensive thinking teaching in the experimental class,while the control class was taught normally in accordance with conventional teaching behavior.After the experiment,the experimental class and the control class were measured again,and the data were tested by independent sample T test and paired sample T test.According to the data,the comprehensive thinking ability of the control class and the experimental class has been significantly improved before and after the experiment,but the improvement range of the experimental class is greater.Experimental class 1 improved by 45.77%,class 5 by 31.60%,control class 2 by 19.03% and Class 4 by 15.43%.For all dimensions of geographical comprehensive thinking,all dimensions of the experimental class improved greatly,while the comprehensive improvement of the elements of the control class was greater than the spatio-temporal and local integration.Half a year later,the comprehensive geographical thinking level of the experimental class and the control class was tested again to test the persistence of the experimental effect.The data found that for the students who chose to take the examination,the improvement of the comprehensive geographical thinking level of the students in the control class was slightly higher than that of the students in the experimental class.For those who passed the exam,there was a significant drop.It is suggested that middle school teachers should improve their own comprehensive thinking teaching behavior before comprehensive thinking teaching.Comprehensive thinking in classroom teaching behavior,need to choose the appropriate teaching content,in the preparation stage,want to choose the right content,the design demonstration pilot project of comprehensive thinking teaching behavior,show the comprehensive thinking in class teaching behavior need to handle the relationship between the conventional teaching and comprehensive thinking teaching,at the same time adopt self questions listing real-time monitor to the comprehensive thinking teaching behavior,To ensure the smooth development of comprehensive thinking teaching behavior.After class,it is necessary to reflect on the teaching behavior of comprehensive thinking,find out its shortcomings and adjust it in time.According to the development differences of different dimensions of students at different stages,teachers can carry out targeted training on the weak dimensions to promote the overall development of comprehensive geographical thinking ability. |
PDF Full Text Request