Research On The Strategy Of Cultivating High School Students’ Geography Comprehensive Thinking By Task-driven Teaching

The new round of national curriculum reform revises the curriculum and puts forward the core literacy of the discipline In the geography curriculum of ordinary high schools(2017 edition),the core literacy of geography discipline includes four aspects: man-land coordination concept,comprehensive thinking,regional cognition and geographical practice,among which comprehensive thinking occupies a key position Comprehensive thinking is the key thinking and ability contained in geography curriculum content,which is beneficial for people to fully,systematically and dynamically understand geography and the relationship between geography and human activities from a holistic perspective How to effectively implement the core accomplishment in geography teaching has become a problem that every geography teacher must always think about in today’s society Therefore,this paper takes "the strategy research of using task-driven teaching to cultivate high school students’ geography comprehensive thinking" as the theme to carry out the research on the current situation of task-driven teaching with teachers and students as the research objects Through the research on the strategy of cultivating geography comprehensive thinking,it is not only beneficial to improve the students’ logical thinking ability of systematic geography problems,but also beneficial to continuously optimize the geography classroom teaching in high schools.Based on the connotation and related concepts of comprehensive thinking,the paper conducts task-driven teaching on geography teachers who have taught geography in high school under the guidance of Constructivism Theory,Multiple Intelligences Theory,Cognitive Discovery Learning Theory and Proximal Zone Theory.The paper investigates the present situation of developing high school students’ comprehensive thinking in geography by using SPSSAU software to make statistics on the results of questionnaire survey and obtains the current application status of task-driven teaching in high school geography class After the use of task-driven teaching actively high school geography classroom teaching design,use task-driven teaching to cultivate high school students’ system and comprehensive thinking to solve geographical problems in the training and classroom teaching implementation effect in view of the training status of a series of problems put forward feasible coping strategies.It is found that high school geography teachers have a high level of logical thinking ability to solve geographical problems and often adopt task-driven teaching in their own teaching In task-driven teaching,high school geography teachers generally support task-driven teaching method because of their lack of relevant teaching cases and reference guidance,limited time and lack of energy Geography task-driven classroom in high school effectively improves students’ attention and learning enthusiasm in class,improves students’ logical thinking ability to solve geographical problems systematically and improve students’ language expression ability in obtaining and interpreting geographic information,and is conducive to systematically constructing classroom knowledge framework system In the implementation of the case,due to the students’ insufficient preview before class and weak basic knowledge,the classroom thinking can’t keep up;There are some problems in language expression,such as unscientific language description,etc.,and it is challenging because of the difficulty of situation inquiry According to the current situation of training and the series of problems in the implementation of teaching cases,this paper puts forward the following countermeasures: improving students’ practical ability in class;Teaching cases and reference guidance;Schools should appropriately reduce teachers’ affairs;Teachers preview before class;The difficulty of exploring the situation is moderate;Teachers standardize students’ language expression.