| In 2017,the Ordinary Senior High School Geography Curriculum Standards were officially promulgated,which identified four core literacies of human-land coordination view,comprehensive thinking,regional cognition,and geographic practice,marking a formal shift in the “discourse system” of geography education.Based on this background,the author carries out research on the cultivation of comprehensive thinking in senior high school nature geography,taking into account the myths of the new National College Entrance Examination reform and the practical task of the thinking evaluation problem in actual teaching so as to obtain the current situation of cultivating comprehensive thinking in senior high school nature geography in frontline areas and to build a teaching model aiming at cultivating students’ comprehensive thinking in nature geography.The theoretical and practical research on “comprehensive thinking” and“comprehensive thinking development” was reviewed through a review of domestic and international research:Currently,theoretical and practical research on“comprehensive thinking” is abundant,but there are also problems with the current observation of integrated thinking such as shorter time,less detailed research on the development of integrated thinking in physical geography,and fragmented understanding and evaluation of integrated thinking.Combining the shortcomings of the previous studies and the large number of novice teachers after the reform of Hainan Geography College Entrance Examination,the author planned to obtain the current situation of cultivating comprehensive thinking of physical geography among novice senior high school teachers in Hainan Province,and constructed a teaching model aiming at cultivating students’ comprehensive thinking of physical geography in senior high school,and finally proved the effectiveness of the teaching model through teaching experiments.According to the research objectives,the author conducted research on “comprehensive thinking”,“comprehensive thinking of geography”,“comprehensive thinking of physical geography”,and “evaluation of comprehensive thinking of geography” and defined the core concepts,who also started the research of the main part of the thesis under the guidance of geography teaching theory,teaching evaluation theory,and learning theory.After clarifying the principles and bases of scale construction,the construction of the observation scale of senior high school nature geography comprehensive thinking development was carried out to highlight the characteristics of senior high school nature geography learning.In order to improve the scientificity and applicability of the scale,expert guidance,and revision opinions were further sought to determine the observation contents and the relevant indicators of the senior high school nature geography comprehensive thinking development observation scale.By using the tool of the senior high school nature geography comprehensive thinking development observation scale,the nature geography works,unit classrooms of novice senior high school geography teachers and teachers interview were analyzed and observed,and the problems of senior high school nature geography classrooms and teaching were summarized and concluded: the overall level of comprehensive thinking development was low and the progression as not strong;the “lecture-reception”geography teaching model was weak.There was the problem of talking about the elements in isolation from the content in terms of integrated elements;the space-time integration had the problem of strong fragmentation of time and space;the local integration was most easily ignored by front-line teachers;There were problems related to the lack and neglect of explanation of locality in teaching nature geography.Based on the current situation of cultivating comprehensive thinking in nature geography,the author proposed a progressive unit teaching strategy based on the cultivation of comprehensive thinking in nature geography in senior high school and explained the design principles and basic paths.Taking the unit of “Atmosphere” as an example,the author followed the basic path of “defining the unit of study interpreting the requirements of the curriculum and formulating the learning objectives of the unit-formulating the assessment scale of integrated thinking level by combining the unit objectives immersing the real situation and designing the teaching process” to carry out the teaching practice of a progressive unit of teaching for the development of integrated thinking in senior high school nature geography.Through the comparison between the comparative class and the experimental class,it was found that the unit teaching model based on the cultivation of comprehensive thinking in nature geography was more conducive to the development of students’ comprehensive thinking in nature geography than the traditional teaching model of “lecture-reception”.However,the problems of this case study teaching practice couldn’t be ignored,such as the unified way of evaluation,the insufficient change of teachers’ roles,and the insufficient grasp of the transitional nature of thinking evaluation.Nature geography is the foundation of human geography and regional geography,and the cultivation of comprehensive thinking in nature geography plays a leading and grounding role in the cultivation of comprehensive thinking in human geography and regional geography.This study clarified the effectiveness of a progressive unit teaching model based on the cultivation of comprehensive thinking in nature geography in teaching and provided a referenceable idea for novice teachers struggling to improve the effectiveness of teaching nature geography.In view of the limitation of ability,energy,and time,the author also deeply reflected on the problems of this study such as the insufficient sample of research cases,the low percentage local practice and experimental teaching of nature geography.With the hope to optimize and improve the shortcomings of this study in future teaching and research. |
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