Research On The Strategy Of Study Trip Promoting The Comprehensive Thinking Ability Of Senior Middle School Students

With the development of core literacy,the cultivation of comprehensive thinking literacy has become one of the main directions of the current geography teaching reform.Due to the pressure of class hours,school tests,and college entrance examinations,the teacher's teaching of geographic knowledge to high school students is far more important than the training of comprehensive geographic thinking ability,which makes it difficult to effectively improve the comprehensive geographic thinking ability of high school students.As a new teaching method combining research-based learning and travel experience,research travel has opened up new ideas for the cultivation of high school students' comprehensive thinking ability in geography.Through a questionnaire survey on the current status of high school students 'comprehensive geography thinking ability combined with teacher interviews,it is found that current high school students' general geography thinking ability is average,and teachers urgently need to adopt effective teaching methods to improve students 'comprehensive geography thinking ability;There are four main problems: the lack of internal driving force for students' comprehensive thinking consciousness,the lack of practical tests for comprehensive analytical methods,the lack of expansibility in the comprehensive thinking summary,and the lack of clear indicators for comprehensive thinking evaluation.The study trip takes the real geographical situation as the teaching content,sets up the study tasks around the specific geographical problems,and then carries out practical exploration of the off-campus teaching activities,which can make up for the shortcomings of the current students' comprehensive thinking training in geography.Based on the characteristics of research trips and the requirements for the cultivation of comprehensive thinking literacy,it is proposed to implement comprehensive thinking ability training through geographic observations,geographic experiments and other practical activities,using image teaching,real situation teaching,and problem-exploring teaching methods;use research reports and visual charts to summarize reports Research achievements to deepen the development of comprehensive thinking ability;formulate geographic comprehensive thinking ability evaluation scale to measure comprehensive thinking ability and other strategies.On the basis of the above research,design the "Pingtang Karst Landform" and "Guizhou Normal University Geography and Environmental Ecology Experimental Station" research trip plan,and put into practice.The performance of students in study trips is evaluated by the Geographic Comprehensive Thinking Ability Scale,and the changes of students 'problem recognition depth and behavior habits before and after study trips are compared and analyzed through student interviews and classroom observations.The results show that the average score of the students 'comprehensive geography thinking ability assessment increased by 6.24 points in the second study trip compared with the first study trip,and the passing rate of the grade increased from 56.52% to 91.30%.Towards the direction of deepening cognition and forming comprehensive analysis of learning habits.Overall,the strategy of research trips to promote high school students' comprehensive thinking ability in geography is feasible and effective.