Research On Effective Teaching Strategies Of Junior High School Geography Aimed At The Activation Of Comprehensive Thinking

With the introduction of core literacy,the new round of education reform has begun to advance in an all-round way.Comprehensive thinking ability as an important part of geographical core literacy plays a crucial role in geography learning;The geography learning in junior high school is the initial stage of understanding of geography disciplines for students,and it is also the basic stage for students' geographic thinking.At this stage,the effective guidance of teachers will have an important influence on the students' future geography learning;At the same time,in order to achieve the convergence and synchronous development of the geography education reform in middle school,it is necessary to simulate students' core literacy in a limited period of time.Therefore,this article will combine the activation of geographically integrated thinking with the effective teaching of junior high school to explore new ideas for junior high school geography teaching,which will have a theoretical and practical significance.This paper adopts literature study,questionnaire survey,education experiment and comparative analysis,and combine with the current situation of geography thinking training in junior middle school geography teaching,to explores effective teaching methods to activate students' comprehensive thinking ability in junior middle school.By questionnaire survey found the following questions:(1)In the arrangement of the teachers' questionnaire,it is found that in the existing teaching resources and teaching time,some junior high school geography teachers have relatively low attention to the problem of geography education reform,neglecting the monitoring and evaluation of the students' geographical thinking ability in the classroom teaching,which caused the lack of geographical thinking in junior high school students,and caused the geographical thinking obstacles in high school.(2)In the survey and analysis of the basic situation of students,it is found that junior middle school students' interest in geography learning is not high,and their understanding of the discipline status of geography is incorrect,and in the study of geographical factors can't fully grasping.The level of induction and analysis of related geographical things is low,the development of geographical thinking is uneven,the logical thinking of some students is scattered and confused,and the comprehensive thinking of most of the students is in the undeveloped stage.Based on these situations and teaching objectives in junior middle school,this paper sorts out the contents of geography textbook of Hunan Education Edition.With related theories,this paper will build relevant teaching strategies that are conducive to the development of comprehensive thinking.This paper gets the following conclusions:(1)It is necessary to activate the students' Geography comprehensive thinking in junior middle school,and the development of geographical thinking should also be an important index to measure the effectiveness of teaching.(2)The determination of teaching objectives and the choice of thinking evaluation tools are the key to construct effective classroom system for students' comprehensive thinking.Therefore,before teaching is implemented,teachers should make clear teaching objectives according to the goal of curriculum and the law of the development of students' thinking.At the same time,we should choose the right way of thinking evaluation and set up a reasonable evaluation system,so that we can evaluate and detect students' thinking.(3)In the selection of specific teaching strategies,it is necessary to stimulate students' interest in geography learning as a starting point,to integrate geography teaching resources,according to the characteristics of geographical comprehensive thinking and the development needs of the students,by flexibly applying teaching methods and select suitable geographical thinking tools to make the geography classroom diversified.(4)In the process of activating the comprehensive thinking of junior middle school students,teachers should distinguish the differences of students' thinking in different teaching links.Grasp the opportunity of teaching,stimulate students' comprehensive thinking ability and promote effective classroom construction in the right time.