Research On Cultivation Strategy Of Geographical Comprehensive Thinking Based On Question-based Teaching ——Takes Compulsory 1 Of High School PEP Edition As An Example

Since the new curriculum reform,the cultivation goal of geography teaching in senior high school has changed into the cultivation of "core accomplishment".Comprehensive thinking is one of the four components of geographical core literacy and the basic method of learning geography.How to improve students’ comprehensive geographical thinking is the current educational hot spot.As a new teaching mode,the new curriculum standard also encourages teachers to use question-based teaching.This paper tries to combine the question-based teaching with the cultivation of comprehensive geographical thinking,and presents feasible suggestions and strategies to improve the level of comprehensive geographical thinking by investigating the status quo and analyzing the causes of the question-based teaching.The specific research content can be divided into the following parts:The first part is theoretical research,including literature review,theory introduction and textbook analysis.First of all,the paper describes the research background,research purpose and significance,research status,research methods and ideas.Then,it expounds the concepts of problem-based teaching and geographical comprehensive thinking,as well as the advantages of problem-based teaching in the cultivation of comprehensive thinking.Through sorting out,it is found that problem-oriented teaching has three main links,namely,problem design,problem exploration and problem solving.Teachers’ careful design of these three links can effectively promote the development of comprehensive thinking.Finally,this paper analyzes the applicability of the Geography compulsory 1 textbook in the use of question-based teaching to cultivate comprehensive geographical thinking.The second part is the investigation and analysis of the present situation.Through the form of questionnaire survey and interview,this paper analyzes the problems of problem-oriented teaching in the process of cultivating comprehensive thinking.The results of teacher survey show that teachers recognize the role of question-based teaching and the importance of the cultivation of comprehensive geographical thinking,but the use of question-based teaching is less frequently in actual teaching,mainly because of low student participation,long preparation time,teachers lack of using strategies,etc.For the cultivation of comprehensive thinking,teachers lack effective means;The results of the student survey show that the students prefer the question-based teaching,and the comprehensive thinking level of the students needs to be improved,while the rationality and interest of the teacher’s question design and their own cognitive level will affect the enthusiasm of participating in the question-based teaching.The third part is the teaching design of the cultivation of geographical comprehensive thinking based on the question-based teaching.This paper applies question-based teaching to practical teaching,taking "water cycle" as an example,carries out teaching practice,carries out conscious and targeted guidance teaching,and summarizes practical operation experience.The fourth part is the core part of the paper.Based on the various problems revealed in the investigation results,the teaching experience of "water cycle" case implementation,the characteristics of question-based teaching and comprehensive thinking,the principles,implementation steps and training strategies of using question-based teaching to cultivate geographical comprehensive thinking are put forward.The principles to cultivate comprehensive thinking in problem-oriented teaching are as follows: curriculum standard as the guidance,to cultivate comprehensive geographical thinking as the goal,to students’ knowledge level as the starting point,the principles of openness,operability and hierarchy of problems;Implementation steps: divide study groups,create problem scenarios,propose and decompose geographical problems,propose solutions and show results;Training strategy: Optimize the leading-in situation,stimulate geographical thinking,carefully select teaching materials,problem design permeates comprehensive thinking,guide students to think,give play to students’ main role,pay attention to pre-class problem guidance and after-class extension and teacher evaluation and summary.