A Study Of Using Mind Maps To Develop Integrated Thinking In Geography For High School Students

In 2017,China’s new curriculum reform put forward four core qualities of geography,respectively,regional cognition,integrated thinking,geographic practical power and the concept of human-territory coordination,geography has the characteristics of geographic integration,society also comes more and more need to be able to solve problems in geography is the need for students to have a certain integrated thinking,to be able to comprehensive,dynamic,systematic view to understand geographical things and phenomena,the Therefore,we should pay attention to the cultivation of students’ integrated thinking in geography.This paper is to discuss how to use the mind map to develop students’ integrated thinking in geography,using the visualization of the mind map,so that students in the process of continuous learning and use to enhance their own integrated thinking in geography,gradually construct their own knowledge,so that knowledge is more flexible,improve the ability of students.This paper is based on the theory of left and right brain division of labor,systematic thinking theory and constructivist learning theory,and uses research methods such as literature research method,questionnaire survey method and interview method.In the specific analysis of the current situation of using thinking maps to cultivate the integrated thinking of high school students in geography,the following problems were found: first,the use rate of teachers and students on thinking maps is low,and the stage of using thinking maps is relatively single;second,students’ knowledge lacks systematic mastery,and integrated thinking in geography needs to be strengthened;third,teachers do not use thinking maps to carry out effective evaluation of students’ integrated thinking in geography.Based on the above problems teachers and students need to master the steps and principles of mind mapping and use the visual,divergent and connecting features of mind mapping to gradually develop students’ integrated thinking in geography.For the use of mind mapping to develop students’ integrated thinking in geography,we designed the application design of mind mapping in different teaching stages,pre-course pre-reading stage,classroom teaching process,knowledge review stage and exercise training stage,as well as the design of three different dimensions of integrated thinking in geography: elemental integration,spatio-temporal integration and local integration,and finally designed a teaching case with three dimensions of integrated thinking in geography throughout the teaching process.In response to the questionnaire survey and the problems in the teaching process,the author mainly proposes the following cultivation strategies: first,teachers and students are familiar with the mind map,multi-stage application;second,the use of mind maps to construct the knowledge system,and gradually improve the integrated thinking of geography,which in turn includes the use of mind maps,focusing on elemental correlation;the use of mind maps,feeling the spatial and temporal dynamics;the use of mind maps,grasp the regional differences;third.Making full use of mind mapping to optimize the methods of evaluating integrated thinking in geography.This thesis studies the application of mind mapping in different teaching stages and different dimensions of integrated geography thinking,and designs corresponding teaching cases to enrich the case of mind mapping in cultivating integrated geography thinking,and proposes cultivation strategies that can provide relevant reference.