High School Geography Problem Teaching Research Based On Comprehensive Thinking Training

The Geography Curriculum Standards promulgated in 2017 propose core literacy in geography subjects,emphasizing the emphasis on problem-based teaching in high school geography.Geography comprehensive thinking literacy is one of the core literacy of the discipline,and its cultivation can enable students to improve in the way they deal with and analyze problems.Problem-based teaching takes the problem as the core,and the cultivation of comprehensive thinking should take the problem as the carrier,so there is an inevitable connection between problem-based teaching and the cultivation of geographical comprehensive thinking.The learning of high school geography is difficult and comprehensive,many knowledge is relatively scattered,and the content is not systematic enough,which is not conducive to students forming a systematic learning concept and knowledge concept,and the cultivation of comprehensive thinking can effectively link scattered knowledge and improve students’ ability to comprehensively solve geographical problems.On the basis of theoretical combing,this study summarizes the correlation between problem-based teaching and comprehensive thinking,and then studies the value of problem-based teaching;from the perspective of cultivating students’ comprehensive geographical thinking,taking the 2019 Xiangjiao Edition of Geography Compulsory Course I as an example,sorting out the problem-based teaching framework of new textbooks and teaching design strategies based on comprehensive thinking training,and exploring how to apply problem-based teaching in high school geography classrooms to achieve the purpose of cultivating comprehensive thinking.First of all,the existing research was sorted out and summarized by using the literature research method.Foreign countries have earlier problem-based teaching research and the cultivation of comprehensive thinking than in China,and there are more research results,and a relatively mature problem-based teaching theory system has been formed,but there are fewer studies combined with comprehensive thinking.With the deepening of curriculum reform,China began to attach importance to problem-based teaching,more applied to mathematics and physics subjects,research results continue to increase,applied to geography disciplines later than abroad,research mostly focused on problem-based teaching connotation research and implementation link research,and geographical comprehensive thinking literacy combined with the research is relatively small,especially the lack of geographical problem-based teaching classroom case design research and empirical analysis.Therefore,how to better improve the value of geography disciplines by cultivating students’ core literacy in geography disciplines with the help of problembased teaching requires more scholars and educators to explore the teaching theories and methods of geographical problem-based teaching and enrich the case design research of problem-based teaching.Secondly,on the basis of theoretical research,through the questionnaire survey method,the problems existing in problem-based teaching based on the cultivation of comprehensive thinking are summarized,one is that the geographical problems created are not obvious enough and lack thinking;the second is that the students’ awareness of the problems is easy to ignore in the teaching,and the motivation to learn is lacking;the third is that the way of students’ comprehensive analysis of the problems is not comprehensive enough,and the method of analysis is lacking;the fourth is that the evaluation method needs to be improved,and the evaluation method of the level of thinking structure is insufficient;fifth,the implementation effect of the migration and application link is not enough.It is difficult to detect the learning performance of students.Therefore,according to the existing problems,the problem-based teaching implementation strategy based on the cultivation of comprehensive thinking is proposed: in the problem situation creation link,create a problem-oriented situation,guide students to perceive the situation information and problems;in the geographical problem proposal link,stimulate students’ awareness of the problem and determine the problem chain;in the geographical problem research link,it is necessary to enrich the method of exploring classroom problems;in the summary and evaluation link,guide students to use the thinking structure map,summarize the knowledge points,and evaluate the thinking structure;in the final link,Guide students to transfer and apply what they have learned.Finally,using the case study method,according to the proposed implementation strategy design,based on the problem-based teaching case of the 2019 Xiangjiao Edition Geography Compulsory One,from the perspective of implementing the comprehensive thinking training,the principles,methods and implementation plans of the high school geography problem teaching case design are systematically sorted out.Problem-based teaching cases need to be carefully considered and designed,one is to create real situations and carefully find situational materials related to the teaching content;the other is to analyze the 2019 Xiangjiao edition of the geography compulsory textbook,analyze and summarize the problem types of the textbooks;the third is to follow the requirements of the curriculum standards,design teaching objectives based on the core literacy of geography disciplines,and create,ask questions,and research questions from the context of problem-based teaching.Summarizing,evaluating and transferring the five teaching links layer by layer infiltrates the cultivation of geographical comprehensive thinking.In order to verify the implementation effect of the problem-based teaching case,two parallel classes of Nanning No.1Middle School were selected to use the traditional teaching method and the problem-based teaching method to teach based on comprehensive thinking training,and used the relevant teaching content test questions to conduct paper-and-pencil tests after the end of the teaching to evaluate the students’ learning effect and comprehensive thinking training.The value of implementing problem-based teaching in high school geography teaching lies in improving students’ ability to comprehensively analyze problems and solve problems,so as to implement the cultivation of geographical comprehensive thinking ability and improve the effectiveness of high school geography classroom teaching.The case empirical results of this study show that problem-based teaching can promote the effective development of teaching,and students’ overall understanding of geographical comprehensive thinking has made initial improvements in the integration of factors,space-time synthesis and regional integration,which promotes the cultivation of students’ comprehensive thinking.