Research On The Dialectical Thinking Quality Of High School Geography Based On "general Rules" And "special Regional Analysis

Dialectical thinking is an advanced stage in the development of thinking,and it is the key thinking for every student to establish a correct world view,develop a critical and innovative spirit,and improve the ability to analyze and solve problems,and the formation of dialectical thinking is a key step towards the establishment of moral education and the completion of core literacy tasks.Geography has the advantage of content in cultivating dialectical thinking,and the question of "whether geography is the study of general laws or the description of special regions" raised by Hart to is very dialectical thinking,in geography teaching,whether to pay attention to the teaching of general laws or the analysis of special regions becomes a difficult problem for teachers to deal with.If the relationship between the general and the particular cannot be grasped correctly,it will be difficult for students to understand the subject of geography,and it will be difficult to cultivate students’ ability to analyze geographic problems dialectically,which is not conducive to the cultivation of dialectical thinking.This paper takes how to deal with the dialectical relationship between "general law" and "special area analysis" in geography teaching as the starting point,and focuses on the cultivation of dialectical thinking in geography teaching,which mainly consists of.Firstly,through literature review and citespace data analysis,I found that in the field of education and teaching,the research on dialectical thinking has been widely concerned,and all disciplines are focusing on the relationship between their own disciplines and dialectical thinking,while geography teaching is mainly reflected in the research on dialectical thinking in junior high school geography,and there is relatively little research in senior high school as a critical period for the cultivation of dialectical thinking.Second,the questionnaire survey shows that the dialectical thinking ability of high school students is generally low,and high school geography teachers are aware of the important value of cultivating dialectical thinking.Most high school geography teachers also try to cultivate students’ dialectical thinking in the process of dealing with the relationship between "general laws" and "special area analysis",but they lack corresponding teaching ideas,methods and evaluation bases.Thirdly,based on literature review,data analysis and questionnaire results,this paper tries to develop students’ dialectical thinking in the current situation of high school geography teaching because of the inability to correctly deal with the relationship between "general laws" and "special area analysis".This paper tries to put forward suggestions and strategies at three levels,namely,thinking,teaching practice(mining teaching materials,analyzing problem solving ideas,classroom activities),and teaching evaluation,in order to improve this problem,promote the development of students’ dialectical thinking,and truly implement core literacy.Fourthly,we use "factors of climate formation" as an example for teaching design,and use a dialectical thinking perspective to understand the causes of non-zonal climate differentiation and apply the strategies proposed in this study.