Research On The Developing Path Of Senior High School Students’ Geographical Comprehensive Thinking Based On Induction And Deduction

With the reform of the new curriculum,the new curriculum standard(2017 edition)clearly points out that comprehensive thinking in geography is one of the four core literacies of the new curriculum standard in geography,and the geography questions in the college entrance examination mostly take the region as the carrier for integrated analysis of multiple elements and dynamic changes.Therefore,this paper focuses on how to apply inductive and deductive methods to develop comprehensive thinking in geography for high school students.Based on extensive reading of the papers,this paper defines the concepts of integrated thinking in geography,inductive and deductive approaches.The feasibility and necessity of inductive and deductive methods to cultivate integrated thinking in geography are clarified.Through the questionnaire method and interview method,problems in the cultivation of integrated thinking in geography are found and the reasons are analyzed.In response to the problems,the path of cultivating integrated thinking in geography for high school students by inductive and deductive methods was proposed,and teaching cases of The Nature of Seawater,The Distribution of Ocean Currents and Vegetation were designed.A comparative analysis study was conducted with two parallel classes in sophomore year,one for the experimental class with the designed teaching cases,and the control class with the traditional teaching method.After several lectures,questions with a high amount of integrated thinking were set to observe the difference in the level of integrated thinking in geography between the two classes before and after the experiment.On the basis of the above research,the following conclusions were drawn:First,nearly half of the students are in the second stage of integrated geographic thinking level.The main problems in the process of cultivating integrated thinking in geography are the lack of understanding of the connotation of integrated thinking in geography,the lack of judgment on the priority of integrated analysis of elements,the lack of ability to analyze the temporal and spatial dynamics of geographical elements and the lack of analysis of regional characteristics and human-land relationship.The main reasons for the problems are the incomplete thinking chain,the lack of deep thinking and the weak ability of association and comparison.Secondly,based on the analysis of the current situation of students’ integrated thinking in geography,it is proposed that the path of inductive method to cultivate integrated thinking in geography should start from selecting a typical case,set up a chain of questions from lowerorder to higher-order questions,to trigger students’ thinking,and finally students summarize geographic principles through independent analysis;The path of deductive method to cultivate integrated thinking in geography needs to comparison and deduction to find similarities and differences in the base of.In response to the differences,we will combine with the materials to further develop the association,and finally return to the geographic principles and summarize and improve the logical system on the basis of the principles of geography.We also propose a path to cultivate integrated thinking in geography that integrates inductive and deductive methods.Third,inductive and deductive methods of teaching play an important role in the improvement of elemental integrative skills and are effective in developing the ability to analyze elemental synthesis over time and space.In addition,the study demonstrated that inductive and deductive methods have a significant effect on the development of integrated thinking in geography,and students’ knowledge system is better,their knowledge transfer ability is improved,and they are more able to analyze geographic phenomena in a multidimensional and comprehensive way.This study can provide guidance for the development of integrated thinking in geography for high school students and the application of inductive and deductive methods in teaching process.