Research On The Cultivated Strategy Of Students’ Elements Association Thinking Based On Geographical Causal Diagram

Elements association thinking is an important part of comprehensive thinking,which emphasizes the association between various geographical elements,and is a kind of thinking ability to grasp the interaction between geographical elements on the basis of identifying geographical elements.How to improve students’ level of elements association thinking in geography teaching has attracted much attention in recent years.As a special thinking map that emphasizes causality,the causal map has the characteristics of divergence,hierarchy and causal association consistent with the characteristics of elements association thinking level.In order to prove the hypothesis that using the teaching of geographical causal map can improve students’ level of elements association thinking,this paper has redefined geographical causal map and the elements association thinking on the basis of sorting out the literature,analyzes the theoretical relationship between the two of them,and forms the basic strategy of geographical causal map teaching.Then,according to the characteristics of the geographical causal map,the evaluation index and standard of the drawing level are constructed,and used it as an evaluation tool for students’ geographic causal map drawing level.Based on the established evaluation criteria,the drawing process of geographical causal map is clarified,and it is integrated into daily geography teaching.Based on the established evaluation criteria,the drawing process of geographical causal map was clarified and integrated into daily geography teaching.Four class hours of geographical causal map teaching cases with different functions were designed,teaching students how to draw geographical causal map within one month,so as to cultivate their elements association thinking.This paper choose two classes(class 5 and class 8)students which from grade three of No.9middle school of pingdu as sample,using the questions related to elements association thinking of the existing comprehensive thinking scale to test the students’ elements association thinking level as a pre-test,and the test results show that class 8 average score significantly lower than class 5(P<0.05),so choose 8 class as the experimental group,do not set the control group,only use the average score of class 5 as a standard which the class 8 need to reach.Before the experiment,establish the level standard that students should achieve,and develop relevant measurement questions.The experimental class uses the designed geographic causal map teaching case to teach.One month later,the elements association thinking level and geographical causal map drawing level of the students in the experimental class were tested.The results showed that the experimental class students’ elements association thinking level of post-test increased by 19.33%which showed a significant difference(P <0.001),and the causal map drawing level reached 4.2,both beyond the preset goal.Therefore,it can be preliminarily determined that the teaching strategy of the geographic causal map can improve the students’ level of elements association thinking.To further demonstrate the relationship between the two,this study additionally performed Pearson correlation analysis and LSD ANOVA.The results of the former showed a correlation coefficient of 0.509 and a significance of 0.001,showing a significant correlation of moderate strength.The latter results showed the overall difference significance coefficient is 0.006,<0.05,the significance coefficient of difference between groups with lower levels of geographic causality and middle level was 0.047,and the significance coefficient between low and higher level groups was 0.002,all <0.05.The above data prove that students with a higher drawing level of geographical causal map also have a high level of elements association thinking,that is,the teaching of geographical causal mapping can improve students’ level of elements association thinking.In addition,through the evaluation of the geographical causal map drawn by students,it is found that this kind of graphic drawing,which obviously broadens the space of students’ thinking and enhances the depth and breadth of their knowledge.Therefore,it is suggested that teachers should use geographical causal map according to students’ knowledge level and course content in daily teaching.