Analyses On The Cultivation Of Map Reading And Analysis Ability Based On Geographical Comprehensive Thinking

“General High School Geography Curriculum Standards(2017 edition)” clearly put forward to cultivate students’.comprehensive thinking of geography things and phenomena.A geographical graph contains many geographical elements,which reflects the geographical elements of the region in the geographical graph,showing their temporal and spatial distribution,and their natural and close relation to comprehensive thinking.How to establish an effective link between geographical graphs and comprehensive thinking,and how to explore the comprehensive,systematic and dynamic analysis of geographical graphs from the perspective of comprehensive thinking,are thus of great practical significance to cultivate the reading and analyzing skills of senior high school students.Through literature analysis,this paper sorted out references on geography comprehensive thinking and cultivation of graph reading and analyzing ability,and expounded the background,significance and present situation of the research,followed by the research objectives,methods and research routes of this paper.Then the concepts of geographical comprehensive thinking,graph reading and analyzing ability,geography graph and so on,are defined,and the theories of brain science,geography curriculum and teaching,cognitive structure learning and constructivism are explained,and made the theoretical basis of this paper.This paper analyses and combs the relation between different types of geographical graphs and factor synthesis,space-time synthesis,regional synthesis,and establishes an effective link between geographical graphs and comprehensive thinking.According to the training requirements of comprehensive thinking in geography curriculum standards of high schools,the distribution characteristics of geographical graphs in geography textbooks,and the examination characteristics and requirements of comprehensive thinking and geographical graphs in college entrance examination,this paper expounds the importance of graphs to the cultivation of comprehensive thinking.Through questionnaires and interviews,it is found that students are poor in geography graph reading,geography comprehensive thinking,and geography teachers do not understand comprehensive thinking,and lack of classification and induction of geography graph teaching..Based on the problems above,countering measures are put forward:(1)Clear map use value,cultivate students interest in using graphs and habits: Use graphs to create situations and stimulate interest in using graphs;Cultivate the habit of drawing and construct the knowledge system of graphs and text;Consolidate the basic knowledge of graphs and enhance students’ sense of accomplishment in reading maps.(2)Select geography graphs which are suitable for cultivating high school students’ comprehensive thinking literacy: Clarify the dimension of geographical graphs to the cultivation of comprehensive thinking;Select typical geographic graphs.(3)Using information technology to innovate the display form of graphs.(4)Summarizes the methods of reading different types of geographical graphs from the perspective of comprehensive thinking:analyzes and summarizes the reading methods and steps of maps,geographical landscape maps,geographical schematic maps and statistical figures.(5)Improving teachers’ awareness of cultivating comprehensive geographical thinking: Strengthen the understanding of the connotation of geographical comprehensive thinking;Observe and learn excellent open classes of comprehensive thinking theme;Strengthen after-class teaching reflection and improve teachers’ teaching ability.In addition,a specific teaching case is designed with Water Cycle,a compulsory course of People’s Education Edition,as an auxiliary explanation,so as to provide reference for front-line teachers to implement the teaching of cultivating comprehensive thinking by geographical graphs.