Research On The Application Of Mind Mapping In The Cultivation Of Comprehensive Thinking In Geography In High Schoo

The new geography curriculum standard and college entrance examination syllabus pay more and more attention to the cultivation and examination of students’ comprehensive thinking ability of geography.In terms of geographical core literacy,there are few researches on its component,geographical comprehensive thinking.Among them,scholars put forward many strategies for the cultivation of geographical comprehensive thinking,but these strategies are mostly focused on the theoretical level and lack of methodological guidance.As a teaching tool of visualization of thinking,mind mapping has a correlation with comprehensive geographical thinking,and it is worth exploring its effectiveness in cultivating students’ comprehensive geographical thinking.This paper focuses on the core concepts of first grade in senior high school,comprehensive thinking in geography,mind mapping and so on,and sorts out the research background and current situation of "application of mind mapping" and "cultivation of comprehensive thinking" in geography teaching of senior high school with the help of literature research method.In yuan cognitive learning theory,theory of knowledge visualization,under the guidance of theory of multiple intelligence theory and system thinking,in the long-term classroom observation and interview after class,on the basis of using the method of questionnaire investigation,case analysis,drawing with the method of controlled experiment of mind mapping in the application of high geography comprehensive thinking training to explore.(1)through the analysis of the former teachers and students questionnaire,found the mind mapping in senior geography comprehensive thinking train,there are many problems in mind map in geography teaching in high utilization rate is low,the geography comprehensive thinking ability of students,teachers’ understanding of geographical comprehensive thinking quality is insufficient,and lack of cultivation of students’ strategy,etc.In view of the above problems,the hypothesis is proposed,and the teaching method of mind mapping is beneficial to the cultivation of students’ comprehensive geographical thinking,and the exploration is carried out in the experimental class.(2)the design mind map teaching case in high geography comprehensive thinking,and apply it to the experimental class preparation before class,class,explore and review after class,cultivate students’ comprehensive analysis of geographical elements,space-time and region in the habit of,combined with classroom observation and interview after class for a long time,should be paid attention to when using the inductive mind mapping in question.In addition,the thinking guide diagram questions can be analyzed according to the five steps of "examining questions,determining directions,analyzing materials,making predictions,and assembling answers".(3)Through qualitative analysis and post-test of the questionnaire of the students in the experimental class,combined with classroom observation and interview,it is found that the students in the experimental class have higher expectations of the mind mapping teaching method,and their agility,flexibility and systematicness of thinking are obviously better than those in the control class.Through quantitative analysis of the entrance,mid-term and final scores of the experimental class and the control class,it is found that the teaching method of mind mapping can help students clarify their thinking of doing problems,improve their comprehensive thinking ability,and then improve their scores.(4)According to the teaching practice and relevant analysis,the strategy of cultivating students’ comprehensive geographical thinking with mind mapping is put forward.First,based on the principle of integrity,build the relationship between elements from multiple angles and in depth;Second,follow the principle of dynamic,multi-dimensional,development to explore the law of time and space scale;Thirdly,combining with the principle of difference,the characteristics of geographical regions should be integrated in a multi-practice and experiential way.