Based On Integrated Thinking In Geography A Study On Reverse Instructional Design For Cultivation

The cultivation of integrated thinking can not only help students master the core knowledge of geography,enhance dialectical thinking and strengthen innovation ability,but also promote students’ understanding of the role and interrelationship between human and natural environment and promote sustainable development.Compared with traditional teaching design,reverse teaching design focuses on teaching evaluation,with the ultimate goal of promoting students’ understanding of knowledge,learning to learn and applying knowledge in life.In the context of the lack of holistic instructional design for developing students’ integrative thinking,the study of reverse instructional design based on the cultivation of integrative thinking in geography can effectively structure students’ knowledge,abilities,methods and perspectives on integrative thinking in geography.The results of the questionnaire survey and other studies show that the following problems exist in the cultivation of integrated geographic thinking and reverse teaching design in geography teaching today: front-line teachers recognize and agree with the importance of cultivating students’ integrated geographic thinking,but only a few of them can consistently consider it in the overall teaching design;the cultivation of integrated geographic thinking mainly focuses on the discussion of teaching methods,and the effectiveness of teaching design on cultivating students’ integrated geographic thinking Although there are many studies on reverse teaching design,there are fewer studies on the integration of reverse teaching design and integrated thinking in geography;and the existing cases of reverse teaching design have certain shortcomings.Based on the above problems,and according to the constructivist theory,Mazano’s goal classification theory and Ub D theory,we analyze the necessity of the research on the reverse teaching design based on the cultivation of integrated thinking in geography,and conclude the strategies for the establishment of teaching objectives,the selection of teaching assessment means and the arrangement of teaching process of the reverse teaching design based on the cultivation of integrated thinking.The following conclusions are drawn:(1)The reverse teaching design is targeted and effective in promoting students’ knowledge and ability of integrated thinking in all dimensions and levels.The teaching objectives of the reverse teaching design based on the cultivation of integrated thinking in geography are targeted,hierarchical and oriented;the teaching evaluation is more specific,diverse and comprehensive;the teaching process is prominent in the students’ subjectivity,the teaching objectives and the teaching evaluation and the teaching process are integrated,all of which are oriented to the construction of students’ self-integrated thinking in geography and effectively cultivate students’ integrated thinking in geography.(2)The reverse teaching design strategy based on the cultivation of integrated geographic thinking is proposed from three perspectives: teaching design steps,design basis and method selection.The reverse teaching design process can be decomposed into three major steps and nine minor steps,which closely integrate teaching objectives,teaching evaluation and teaching process.The design takes into account the teaching context,the teaching background and the teaching participants to realize the integration of "teaching and evaluation",promote the self-construction of students’ knowledge,and highlight the acquisition and cultivation of students’ thinking ability and innovative application ability.The reverse teaching design strategy based on the cultivation of integrated thinking in geography can provide guidance and reference for geography teachers in their teaching practice.