Based On KM Teaching Method For The Cultivation Of Integrated Thinking Of High School Students In Geography

Cultivating geography core literacy among high school students is a current research hotspot,and the research on the cultivation of integrated thinking as one of the geography core literacy has attracted more enthusiastic academic attention,however,the existing research is less on cultivating integrated thinking of high school students from the perspective of knowledge base,and the research on cultivating integrated thinking of geography for weak knowledge base is even less.KM teaching method is to organize the knowledge content in a logical hierarchy,present or expand the teaching in the form of diagrams,and finally,teachers and students present the knowledge structure logic diagram and mind map together.The use of KM teaching method to cultivate integrated thinking of high school students in geography is conducive to the cultivation of integrated thinking of geography while students acquire knowledge,which is conducive to the implementation of teachers’ disciplinary literacy teaching and enriches the cultivation strategies to a certain extent.Firstly,on the basis of reading related literature,this paper composes the connotation of integrated thinking in geography and KM teaching method,and summarizes the research background,current situation and relevant theoretical foundation of integrated thinking cultivation in geography.Secondly,in order to investigate how to cultivate integrated thinking in geography from the perspective of knowledge base and knowledge system,the current situation of teaching integrated thinking in geography in some private schools in Nanchang was investigated and studied by using questionnaire and interview method.Thirdly,under the guidance of cognitive load theory,constructivism theory and related geography teaching theories,based on the results of geography integrated thinking questionnaire and a large amount of related literature,we analyze the feasibility of applying KM teaching method from the perspective of geography subject characteristics,geography integrated thinking and KM teaching method characteristics,and conduct an empirical study of teaching to test the effect of KM teaching method teaching and cultivating geography integrated thinking.At the same time,the similarities and differences between the thinking map,traditional teaching method and KM teaching method are distinguished,and part of the knowledge structure is mapped with the example of Compulsory Geography.Finally,based on the teaching practice,the general operation process,principles and strategies of KM teaching method pointing to the cultivation of integrated thinking are proposed.The results show that the majority of teaching students believe that knowledge mastery is the prerequisite and foundation for the training of comprehensive thinking,and that knowledge mastering has a positive relationship with the level of geographical comprehension thinking.Through the construction of a knowledge system,teaching the connections between knowledge helps to cultivate geographic comprehensive thinking,KM teaching method uses proactive structures that are conducive to the knowledge system.The introduction of KM teaching method in the geographic classroom,the research results to a certain extent enrich the geographical comprehensive thinking training strategy,increase the choice of teachers’ teaching approaches,provide teachers with a tool for building knowledge,which helps teachers to teach knowledge to better cultivate students’ geographic comprehension thinking,with a certain theoretical and realistic significance.