Research On The Problem-based Teaching Design Of High School Geography Aiming At The Cultivation Of Comprehensive Thinking

The promulgates of the Geography Curriculum Standards for High schools(2017 Edition,2020 revision),further clarifies the orientation of geography education in high schools,points out the curriculum nature and basic concept,subject core qualities and curriculum objectives of geography education in high schools,and optimizes the curriculum structure and content of geography education in high schools.This paper summarizes the academic quality and implementation suggestions of geography education in high schools.It is clearly proposed that the core accomplishment of geography mainly includes man-land coordination view,comprehensive thinking,regional cognition and geographical practice.Comprehensive thinking refers to the thinking mode and ability of people to understand geographical environment by using comprehensive views,and attaches importance to question teaching as the primary teaching suggestion.The nature of geography determines that "comprehensiveness" is one of its prominent features.The cultivation of comprehensive thinking should be highlighted in high school geography teaching,and the Problem-based teaching is a teaching method that integrates related learning contents with "questions".The thinking and cognitive development of high school students is suitable for the development of Problem-based teaching.Therefore,the research on the combination of comprehensive thinking training and question teaching has certain theoretical and practical significance for geography teaching in high school.Through the cultivation of the core quality of geography subject under the background of a new round of basic education curriculum reform,this study takes the Problem-based teaching of high school geography as the entry point of the research and the cultivation of comprehensive thinking as the foothold of the research,aiming at studying how to cultivate students’ comprehensive thinking through the Problem-based teaching of high school geography.The main methods used in this study include literature method,content analysis method and case analysis method.Firstly,through literature review,the status quo of research on comprehensive thinking and question teaching at home and abroad is sorted out and summarized,and relevant concepts and theories are defined to point out the direction for this research.Secondly,through the elaboration of the characteristics and implementation of Problem-based teaching,the performance and cultivation path of comprehensive thinking,as well as the analysis of the appropriateness of Problem-based teaching for the cultivation of comprehensive thinking,this paper clearly points to the principle of Problem-based teaching design for the cultivation of comprehensive thinking in high school geography,puts forward the process of Problem-based teaching design for the cultivation of comprehensive thinking in high school geography,and gives specific examples based on the content of textbooks.Then,according to the proposed instructional design process,taking "China’s maritime rights and interests" as an example,a high school geography question instructional design case pointing to the cultivation of comprehensive thinking is developed and improved.Finally,based on the results of this study,this paper provides some suggestions on the teaching design of high school geography question oriented to the cultivation of comprehensive thinking for front-line high school geography teachers for reference.This study mainly draws the following conclusions: high school geography Problem-based teaching is suitable for the cultivation of comprehensive thinking.The thinking and cognitive development of high school students is close to that of adults,which is suitable for carrying out Problem-based teaching in geography class.At the same time,Problem-based teaching can be used as an effective teaching way to cultivate comprehensive thinking.Therefore,the Problem-based teaching design of high school geography which points to the cultivation of comprehensive thinking is feasible.The question teaching design of high school geography which points to the cultivation of comprehensive thinking needs to follow the principles of geographicality,questionability,comprehensiveness,operability and transferability.The main design process includes four steps:(1)interpret the requirements of the curriculum standard and analyze the content of the textbook;(2)Formulate teaching objectives and determine key points and difficulties;(3)Design the teaching process closely related to the core issues;(4)Reflect,optimize and improve the teaching design.According to the proposed design process of high school geography problem-based teaching,a specific design case--"National Maritime Rights and Interests" is developed.On the basis of the previous studies,this paper puts forward some suggestions on the teaching design of high school geography question,which points to the cultivation of comprehensive thinking:(1)Create geographical situation closely with the core issues;(2)Divergent students’ thinking to put forward geographical problems;(3)Solve geographical problems through exploration activities;(4)Carry out thinking evaluation and feedback teaching effect;(5)Transfer learning content to consolidate knowledge structure.Further research is needed on the Problem-based teaching design of high school geography oriented to the cultivation of comprehensive thinking,and more geography educators and high school geography teachers are needed to explore and study continuously to further explore its theoretical and practical value.