Research On The Cultivation Of Geographical Comprehensive Thinking Of High School Students Under Real Situation Teaching

Comprehensive thinking is an important way of thinking in geography learning.As one of the core qualities,cultivating students’ comprehensive thinking in geography is an important part of deepening curriculum reform.In the process of geography teaching,it is an effective way to solve practical problems with the help of real situations to cultivate integrated thinking.Therefore,this study starts from the teaching of geographical real situations,summarizes the strategies for cultivating comprehensive thinking,and hopes to promote the practical implementation of comprehensive thinking.Taking "geographical comprehensive thinking" and "real situation teaching" as the keywords,this paper sorts out the relevant domestic and foreign research,and discusses the connection between the two;Useing the case analysis method to select some of the teaching content of cultivating comprehensive thinking in the compulsory textbooks of high school geography,I collects relevant excellent cases.By consulting experts and front-line teachers to construct a situational teaching classroom observation scale based on the cultivation of comprehensive thinking,I diagnosed the collected cases.Then,the problems in the use of real situations to cultivate comprehensive thinking in practical teaching are analyzed and summarized.And the corresponding training strategies are proposed.Through repeated observation and evaluation of the 15 lessons collected,it is found that the current teachers have weak awareness of goals,do not express goals in teaching and core literacy is fragmented.Secondly,the situational materials selected by teachers are real but not appropriate,large but not profound,missing some dimensions,and not scientific enough to present.When asking questions,the expression of the question lacks comprehensive thinking orientation and the level is not obvious.Finally,in the whole process of the classroom,the students’ subjectivity,classroom generation and the guidance of comprehensive thinking need to be further improved.Based on this,this paper puts forward the corresponding strategies:First,when designing the context objectives,teachers should first analyze the contents of the teaching materials,determine the dimensions and levels of comprehensive thinking,pay attention to the integration of core literacy,and then express the objectives to students;Second,when organizing situational materials,teachers should pay attention to the suitability of situational materials,carry materials in regions,organize materials in multi-elements,trans-temporal and hierarchical levels;Third,when designing situational problems,teachers should pay attention to the interestingness,openness,hierarchy and standardization of the problems;Fourth,in the implementation of situational activities,teachers should highlight the main body of students,pay attention to the generation of class,grasp the starting point of thinking,use blackboard frame to guide thinking.