Research On The Design Of High School Geography Problem Chain Pointing To The Cultivation Of Comprehensive Thinking

The latest round of curriculum reform focuses on developing students’ core literacy.The latest edition of Geography Curriculum Standards for senior High schools makes it clear that comprehensive thinking plays an important role in the core literacy of geography and emphasizes the importance of " Problem-Based Learning " for the cultivation of students’ ability and core literacy.Problem chain design is the key link of Problem-Based Learning and an important way to cultivate comprehensive thinking.It is of great significance to carry out research on the design of high school geography question chain,which is oriented to the cultivation of comprehensive thinking,to promote the implementation of the core quality of geography and guide the teaching practice of high school geography.This paper is devoted to exploring the theory and method of geographical problem chain design guided by the cultivation of comprehensive thinking.The full text is divided into the following five parts:The first part is introduction.On the basis of explaining the background of the topic,this paper reviews the current situation of relevant researches at home and abroad through literature review and summarizes the shortcomings of existing researches,and then determines the research content,methods and technical routes of this research.The second part defines the relevant concepts and determines the theoretical basis.The concept of comprehensive thinking,question chain and question chain design is defined,and the theoretical basis of this paper is determined to be system theory,SOLO classification theory,Bloom’s target classification theory of cognitive domain education and the area of proximal development theory,so as to clarify the connection between comprehensive thinking and question chain.The third part is the investigation of the current situation of the design of high school geography problem chain oriented by the cultivation of comprehensive thinking.Mainly using questionnaire survey,classroom observation,case analysis and other research methods,high school geography teachers and 16 selected classroom cases were investigated and observed.It is found that the high school geography teachers’ understanding of comprehensive thinking is not deep enough,the problem chain design is not practical,the problem chain design is not life and comprehensiveness,the sub-problem chain is not hierarchical and the comprehensive thinking is not outstanding,and some reasonable suggestions are put forward to solve some of these problems.The fourth part,strategy and teaching case design.Combined with relevant theories and existing problems summarized in the previous part,this paper discusses the basis and process of the design of high school geography problem chain,which points to the cultivation of comprehensive thinking,and puts forward the following design strategies for the problem situation:(1)Close to the reality of life,promote students to understand.(2)Highlight the situational characteristics of the problem and reserve space for exploration.(3)Reasonable bearing of geographical elements,clarify the relationship between elements.(4)Based on specific areas,reflecting the unity of time and space.Then the sub-problem chain design strategies are proposed:(1)According to the characteristics of comprehensive thinking and find the key points.(2)Concrete dismantling of the core problem,fully reflect the comprehensive thinking.(3)In combination with the target direction of the question,accurately express the content of the question.(4)Reasonable grasp of the difficulty of the problem,promote students to improve their thinking.The fifth part summarizes the research conclusions,reflects on the shortcomings of the research,and looks forward to the future research.