Research On The Cultivation Strategy And Effect Of Students’ Geographical Comprehensive Thinking Based On Geographical Subject Mind Map

In the geographical core literacy system,geographical comprehensive thinking is the basic idea and method,which has unique connotation and role.Cultivating students’ comprehensive thinking is an important topic in current geography teaching,and empirical research is required for its training strategy and effect verification.There are studies on the use of mind maps to improve students’ geographical comprehensive thinking,but it shows that mind maps have deficiencies in cultivating some dimensions of geographical comprehensive thinking,and discipline mind maps with the characteristics of geography have better training effects.It is assumed that the use of teaching strategies based on subject mind maps can improve students’ level of geographical comprehensive thinking,develop subject mind map drawing standards,subject mind map teaching strategies and evaluation standards,and conduct teaching experiments,and verify the training effect through the data of students’ geographical comprehensive thinking level before and after the experiment.The preliminary experiment was conducted in the second year of high school in an ordinary middle school in Guangdong Province,and two classes were recruited for teaching experiments,including 41 valid students in the Class 2 Glade 2 and 47 students in the Class 5glade 2.Before the teaching experiment,the students’ geographical comprehensive thinking level is pre-tested,and the post-test is carried out at the end of the experiment.The first experiment was carried out in the Class 2 grade 2,and 4 consecutive experimental classes were implemented,and the students’ geographical comprehensive thinking level was 61.22 points in the front test and68.82 points in the post-test,the improvement was 7.60 points,an increase of 12.41%,and the difference between before and after tests reached an extremely significant level.The second teaching experiment was conducted in the Class 5 glade 2,maintaining the same teaching content,but changing to 5 lessons and discontinuously distributed in the geography course for 3 weeks,and the students’ geographical comprehensive thinking level was 63.94 points in the front test and75.46 points in the post-test,it improved by 11.52 points,an increase of 18.02%,and the difference between before and after tests also reached an extremely significant level.The data from both teaching experiments support the hypothesis that the use of subject mind mapping teaching strategies can improve students’ geographical comprehensive thinking.In order to test whether the experimental conclusions are universal,6 teacher volunteers and 6 classes taught by them were recruited in 6 provinces and cities of Shandong,Shanghai,Xinjiang,Shanxi,Chongqing and Heilongjiang as experimental samples,and the sample teachers were trained on geographical comprehensive thinking cultivation strategies based on subject mind maps.After the training,the sample teachers carried out 5 experimental lessons on geography teaching using subject mind maps,and conducted pre-test and post-test students’ geographical comprehensive thinking level before and after the experiment.After 4～5 experimental lessons,the average level of geographical comprehensive thinking of the 179 valid sample students increased from 65.95 points in the previous test to 76.86 points in the post-test,improved by 10.91 points,,an increase of 16.54%,and the difference between the before and after tests reached an extremely significant level.The experimental data verify that the hypothesis of the study is valid,and the use of geography mind map as a teaching strategy to improve students’ geographical comprehensive thinking level can be popularized.In order to study the impact of the use of subject mind maps on students’ geographical comprehensive thinking,an evaluation index system for the use of subject mind maps was developed,which was composed of three indicators: the degree of comprehensive thinking dimension coverage,the degree of comprehensive thinking teaching goal compliance,and the degree of implementation of teaching strategies,with weights of 0.42,0.26 and 0.32 respectively.Screenshot the teaching map of subject mind map from the video of the experimental class,and evaluate the degree of use of subject mind map.These data were correlated with the data of the improvement of students’ comprehensive thinking level after the experiment,and the results showed that the Pearson correlation coefficient of the two was 0.860,that is,the degree of use of subject mind map was significantly correlated with the improvement of students’ geographical comprehensive thinking.Therefore,four comprehensive thinking training teaching suggestions are proposed for using geographical problems with comprehensive characteristics for subject mind map teaching,designing subject mind map teaching maps that meet the standards,ensuring the comprehensive thinking dimension coverage of subject mind map teaching maps,and effectively implementing subject mind map teaching strategies in the teaching process.