Research On The Application Of Thinking Visualization In Geography Teaching In Senior High School

With the continuous development of information technology,the traditional"cramming" teaching can no longer meet the development requirements of contemporary education.The application of thinking visualization to high school subject teaching has attracted more and more attention and research.The cultivation of thinking in high school focuses more on showing the abstract and invisible way of thinking and thinking logic in the brain."Thinking visualization" can effectively help teachers and students analyze and organize comprehensive elements,and help visualize the thinking process.However,in the actual high school geography teaching,the geography curriculum always makes people feel:"It's hard to learn." The specific problems are as follows.First of all,the geography class time is tight.In the limited teaching time,some teachers with shorter teaching time cannot complete the teaching tasks as scheduled,especially in new lectures,concept classes,and exercises.Secondly,it pays too much attention to the improvement of students' scores in the specific teaching process.Finally,for the study of geography,teachers lack effective graphical tools to guide students to distinguish the geographical and regional characteristics of the knowledge they have learned.The relationship between hierarchy,size,affiliation,restriction and inclusion among different knowledge is even more logically chaotic.Therefore,this research proposes the following research questions:1.Does the application of mind maps in new lectures benefit teachers' instructional design and students' pre-class preparation?Can the application of concept maps in concept classes help students complete the meaning construction of new and old knowledge?Can the application of fishbone diagrams in exercises help students solve problems more effectively?2.Is it helpful to improve students' geography performance and stimulate students' interest in geography learning by using three graphical methods of thinking visualization:mind maps,concept maps,and fishbone diagrams?In response to the above problems,this research adopts the literature research method,survey method,and quasi-experimental research method to carry out the teaching research of thinking visualization in the high school geography classroom.First of all,it analyzes the current research status of thinking visualization at home and abroad,focusing on the research status of thinking visualization in the teaching of geography.It is concluded that thinking visualization in high school geography teaching is mostly the application of single graphic technology,and most of it is theoretical analysis and lacks a lot of empirical research.Secondly,the related literature was sorted out,and the theoretical basis and related concepts of thinking visualization were analyzed.And based on meaningful learning theory,constructivism theory,visual theory and thinking visualization theory,related questionnaires were compiled.And conducted a survey of the status quo of thinking visualization in high school geography teaching in the high school where I practiced.The survey found that there are the following problems in high school geography teaching.The "indoctrination" teaching hours are tense.Thinking visualization is insufficiently applied in geography teaching.Some teachers lack the awareness of using graphical techniques to assist teaching.Students have a higher willingness to assist learning with visualized and graphical methods of thinking.Based on the survey results,and guided by the theory of thinking visualization,using specific geography classrooms as the carrier,design an application case of thinking visualization in high school geography teaching,and the teaching mode:new teaching of geography using mind map teaching,geography concept class using concept map teaching,geography exercise class using fishbone diagram teaching.And carried out specific teaching experiments in the practice school.In order to better test the effect of experimental research,data analysis of pre-test and post-test were carried out before and after the experiment,and a case interview was conducted.Through experiments,it is found that the use of thinking visualization for geography teaching can effectively improve the atmosphere of high school geography classroom teaching.Providing students with convenient and effective graphical learning methods,and their geographical performance has been significantly improved.At the same time,students'logical thinking ability and innovation ability have also been effectively stimulated and cultivated,laying the foundation for further study in the future.