Research On The Cultivation Of Senior High School Geography Comprehensive Thinking Ability Based On Problem Chain

Integrated thinking,as one of the important components of geography core literacy,is of great significance for people to view and analyze geography systematically,dynamically and dialectically.Cultivating students’ integrated thinking aims to enable them to look at geographic problems from multiple perspectives,elements and dynamics,and problem-based teaching is an important vehicle for cultivating subject core literacy nowadays.The process of problem solving is also a process of continuous development of integrated thinking.Based on this,this study investigates and analyzes the current situation of problem chain teaching and the cultivation of integrated thinking ability in high school geography by reading literature and other means to understand the theories and research progress related to problem chains and integrated thinking ability in geography.The findings are combined to develop principles and strategies for problem design to promote the development of integrated thinking in geography,apply the designed problem chain teaching examples to classroom practice,analyze the integrated problem answers,test scores,and learning feelings of students in different classes after implementation,verify the effectiveness of the teaching practice program,and provide actionable practice cases for the development of integrated thinking ability in high school geography from the perspective of problem chains.The following results were obtained through the study:(1)The results of the questionnaire survey and analysis show that teachers attach importance to classroom problems but neglect the learning of relevant theoretical knowledge,and most of them think that problem chains are the core of problem-based teaching and conducive to the cultivation of comprehensive thinking ability in geography.Only a few teachers have used problem chain teaching because of the tight class time and the high requirement of preparing lessons for problem chain teaching.The results of both teachers’ and students’ questionnaires reflect that the current level of students’ integrated thinking is at a low level.Most students like teachers’ questions in class,and their self-efficacy increases after answering questions correctly,but their awareness of questions is weak,and they seldom take the initiative to ask questions.(2)The design of the problem chain oriented to the development of integrated thinking ability should follow the principles of wholeness,dynamism and appropriateness,etc.The curriculum and the learning situation are the primary prerequisites for the design of the problem chain,and the development of the problem chain teaching should be combined with the internal logic of knowledge,etc.The problems designed before class should not be completely applied during teaching,but should focus on the classroom generated problems.The creation of problem situations should be closely integrated with real life situations to stimulate learning interest,but not limited to creating situations,but also combined with geography experiments,field trips and other activities,and the evaluation of students’ comprehensive thinking should be considered from classroom performance,comprehensive question answers and other aspects.(3)From the results of the comprehensive questions answered in the problem chain teaching class before and after the experiment,after one semester of problem chain teaching,the overall level of students’ comprehensive thinking ability was improved compared with the beginning of the school year,in which the level 2 students increased from 28.31% to 45.28%,and the proportion of level 3 students also increased accordingly,from 9.43% to 15.09%,more and more students realized that they should use a comprehensive and From the comparison results between the problem chain teaching class and the regular teaching class,the overall comprehensive thinking level of the problem chain teaching class is higher than that of the regular teaching class,which is more obvious in Level 2 and Level 3,indicating that after one semester of training,the gap between the comprehensive thinking level of the students in the two classes becomes bigger,which again verifies that the problem chain teaching This shows that after one semester of training,the gap between the two classes’ students’ integrated thinking level has become larger,which again verifies that problem chain teaching is effective in cultivating students’ integrated thinking ability.(4)From the students’ interview and examination results,the students indicated during the interview that the problem chain class could improve their interest in learning geography,and in the process of solving problems one by one,it was conducive to clarifying the ideas of knowledge points and then constructing the knowledge system.The mean scores of all three examinations in the problem chain teaching class were higher than those in the regular teaching class,which indirectly indicated that the problem chain teaching was conducive to the cultivation of students’ comprehensive thinking ability,but the p-values of the significance tests of the three examinations were all greater than 0.05,and there was no significant difference,which might be related to the interference of some literacy-type questions contained in the test papers.In conclusion,the problem chain teaching is conducive to students’ transformation of problem chains into knowledge chains in the learning process,forming a related and structured knowledge system and promoting the cultivation of students’ comprehensive thinking ability.The proposed constructive paths of problem chain classroom teaching design and classroom implementation have certain guiding effects on the geography teaching reform in basic education.