Researth On The Application Of Creative Problem Soliving Model In Geography Teaching In Senior High School

In October 2022,General Secretary Xi Jinping clearly pointed out at the 20 th National Congress of the Communist Party of China: "Talent is the first resource,innovation is the first driving force,and the strategy of rejuvenating the country through science and education,the strategy of strengthening the country with talents,and the strategy of innovation-driven development are deeply implemented." The Geography Curriculum Standard for Senior High Schools(2017 Edition,Revised in 2020)proposed that "students should be encouraged to show open thinking and innovative performance." Therefore,innovating education and teaching methods and cultivating innovative talents are of great significance to implementing the strategy of rejuvenating the country through science and education and building a modern socialist country.CPS(Creative Problem Solving)model,or creative problem solving model,is proposed to cultivate innovative talents,and its core feature is the alternating use of divergent thinking and convergent thinking.In the United States,Japan and other countries,the CPS model has been shown to have significant effects in cultivating students’ creative thinking and problem-solving skills.Therefore,the application of CPS model in high school geography teaching has certain theoretical significance and practical value.Based on the theory of creative thinking,discovery learning theory,brainstorming theory and other related theories,this research is carried out through three methods:literature research method,questionnaire survey method,and case study method.This article mainly includes six parts:The first part mainly expounds the research background and significance of CPS model,sorts out the research status at home and abroad,and explains the main research content and research methods of this paper.The second part defines the relevant concepts of CPS model by reviewing and sorting out a large number of literature,clarifies the connection and difference between CPS model and problem-based teaching,and lays a foundation for further in-depth research.The third part expounds the origin and development,application process and characteristics of CPS model,analyzes the appropriateness of CPS model in high school geography teaching from the aspects of course standard requirements and teaching content,and sorts out relevant cases suitable for applying CPS model for teaching.The fourth part uses the questionnaire survey method to design a questionnaire for students and teachers,understand the current situation of creative thinking and problemsolving ability cultivation in high school geography classroom teaching,and analyze the reasons for corresponding problems.In view of the problems found in the questionnaire survey,the fifth part proposes to apply the CPS model to the teaching of high school geography classroom,and puts forward feasible strategic suggestions from the aspects of teachers,students,and evaluation methods.For example: give full consideration to the learning situation before teaching,formulate reasonable teaching content;Brainstorm freely,promote divergent thinking;Pay attention to multiple evaluation methods,learning achievement evaluation,performance evaluation,thinking structure evaluation.The sixth part takes the compulsory course "How to make the city no longer ’see the sea’" as an example,and the teaching design based on the CPS model is carried out,in order to provide a reference for the majority of front-line geography teachers to use the CPS model for teaching practice.