Problem-based Teaching Design And Application For The Cultivation Of Comprehensive Geographical Thinking

The General High School Geography Curriculum Standard(2017 Edition)puts forward the concept of geographical comprehensive thinking literacy,requiring teachers to cultivate students’ element synthesis,space-time synthesis and local comprehensive thinking.It is also particularly emphasized in the implementation of suggestions to pay attention to problem-based teaching.Problem-based teaching emphasizes the real situation,takes the problem as the guide,and pays attention to the independent cooperation and exploration of students,which is conducive to improving students’ problem awareness and logical analysis ability,and is an important starting point for cultivating geographical core literacy.Based on interpreting the curriculum standards,this article tries to integrate problem-based teaching and geographical comprehensive thinking.This article Uses the questionnaire method to investigate the use and cultivation of problem-based teaching and geographical comprehensive thinking,and propose corresponding strategies for the existing problems.In the practical application link,the experimental method is used to design the two classes of "Ocean Current" and "The Wholeness of Geographical Environment" for comparative experiments,and the effect of problematic teaching is summarized through peer evaluation scales,interviews,test paper analysis,etc.The main conclusions of the article are as follows:Problem-based teaching for the cultivation of comprehensive geographical thinking is not widely used.According to the questionnaire survey: the proportion of teachers who often use problem-based teaching to cultivate comprehensive geographical thinking accounts for about 35%,and the proportion of teachers who often design problem chains to guide students’ thinking chains is nearly 40%,indicating that the frequency of teachers using problem-based teaching to cultivate students’ comprehensive geographical thinking is not high.Problem-based teaching has a significant impact on the improvement of students’ comprehensive geographical thinking ability.According to the peer evaluation data,the experimental group was divided into an average of 70.25,and the comparative group was divided into 55.75.The score of the experimental group was significantly higher than that of the control group.According to the analysis of the level of the test paper: the accuracy rate of the question experimental group with a comprehensive thinking level of level 2 and level 3 is higher than that of the control group,indicating that problem-based teaching can effectively improve students’ comprehensive geographical thinking ability and help students comprehensively use knowledge to solve geographical problems.The whole process of situation,exploratory problems and attention to logical combing can effectively improve the problem-based teaching effect.In the interview data,the teachers fully affirmed the situation,problem design and exploration activities of the experimental group.The whole situation allows students to experience the process of thinking development,helps students to look at problems comprehensively,and the exploratory problems promote students’ thinking and analysis.Teachers guide students to logical combing can not only help students form a complete knowledge structure,but also improve students’ ability of causal analysis,thus encouraging teachers to pay attention to problems.And the design of the situation,pay attention to the integration of problem-based teaching and comprehensive geographical thinking,and promote the optimization and development of high school geography.Students’ grades will improve based on both their ability and their level of thinking.The results of the paired samples t-test of the test paper data showed that the scores of the experimental and control groups showed significance at the level with a very large magnitude of difference,indicating that problem-based teaching can improve students’ performance.In the score stratified comparison data,the middle group has improved significantly,the high group has improved,and the low group has been improved less.Question-based teaching has a more obvious impact on the performance of middle-and high-level students.