| Under the background of the reform of new curriculum standards and the cultivation of students’ geographic core literacy,how to cultivate students’ geographic core literacy has become a hot research issue.In the research of various scholars,there are few designs for the applied research of rural geography and the cultivation of comprehensive thinking.However,in high school geography teaching,the cultivation of comprehensive thinking is an important and a difficult point.Therefore,in the context of the specific teaching practice and students’ cognitive needs,this paper discusses how to use rural geographical resources to cultivate students’ comprehensive thinking.The related concepts such as rural geography,curriculum resources,and comprehensive thinking are defined.The literacy level of thinking has been graded based on Maslow’s Hierarchy of Needs Theory,Yeski Dodson’s Law,Constructivist Learning Theory,Life Orientation and other theories,It is proposed that comprehensive thinking should include the ability to analyze the influencing factors of geographical phenomena,the ability to analyze the formation process of geographical phenomena,the ability to summarize regional characteristics,and the ability to comprehensively analyze the relationship between people and land.The four aspects of ability,based on the current high school knowledge system,correspond to the four abilities of comprehensive thinking and related points,so as to facilitate the cultivation of comprehensive thinking ability in the follow-up research.Having investigated the specific situations of front-line teachers in terms of comprehensive thinking cognition,rural geography resources cognition and comprehensive thinking training,the author found that the theoretical knowledge of front-line teachers was weak and not systematic;There is not a relatively complete resource library;there is a lack of relevant teaching cases on how to apply Teng Chong rural geography to comprehensive thinking training.Combining the above problems,the author should specifically combine the rural geographical resources of Teng Chong City in the training of students,comprehensive thinking.Firstly,the rural geography resources in Teng Chong City were sorted out,corresponded to the specific comprehensive thinking ability one by one;then,the principle of developing rural geography curriculum resources was established from the perspective of comprehensive thinking training,and the rural geography resources were re-engineered.A teaching case related to the cultivation of comprehensive thinking for senior high school students was specially designed,from the biodiversity of Gaoligong Mountain as an entry point,to explore the causes,manifestations and development of Gaoligong Mountain’s biodiversity so that we can better protect the biodiversity of the kingdom of plants and animals.After the teaching design is completed,the students’ comprehensive thinking ability is evaluated by means of experiments,and it is recognized that rural geographical resources are practical for the evaluation of students’ comprehensive thinking,and can be used in case analysis,problem-based teaching.Through the comparison of experiments,it is found that from the case study of rural geography as the theme,pay attention to students’ comprehensive thinking,and using the form of drawing mind maps,debates,and geography essays,Geography teaching can relate to life.At the same time,students are trained to pay attention to geographical problems in daily life,and to analyze the elements of the time and space environment and regional environment when solving problems By analyzing the consequence of the teaching.it is obvious that the students’ ability to sow certain problems that prefect their comprehensive thinking have been improved.Starting from the basic living environment,for students,they can use their own experience cognition and others’ experience cognition to gradually improve their comprehensive thinking of understanding geographical matters and analyzing geographical matters. |
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