Research On The Cultivation Of Geographic Cooperative Problem Solving Ability In High School

Collaborative Problem Solving(CPS)is an advanced ability that is necessary for people to face complex real-world problems,and the cultivation of collaborative problem solving skills has become a major educational reform direction and training goal in countries around the world.The development of collaborative problem solving skills has become a major direction of educational reform and training in countries around the world.As a subject that serves society and is useful to the world,the cultivation of students’ cooperative problem-solving skills in geography is also a common pursuit of the geography curriculum and teaching.Enhancing the cultivation of students’ geographic cooperative problem-solving skills in high school geography teaching is the necessity of the development of the times and the cultivation of talents.This study starts from the requirements of the high school geography curriculum standards on the cultivation of students’ geographical cooperative problem-solving ability,the current situation of high school geography teaching on the cultivation of students’ geographical cooperative problem-solving ability,and the basic questions of how to cultivate students’ geographical cooperative problem-solving ability,using literature research method,content analysis method,questionnaire survey method and statistical analysis method,and under the guidance of social interdependence theory,group dynamics theory,the Constructivist theory and geography pedagogy.Firstly,by developing appropriate criteria for judging the level and type of cooperative problem solving,and qualitatively analysing the cooperative problem solving revealed in each section of the high school geography curriculum standards according to the criteria,and then categorising and quantitatively portraying the distribution of cooperative problem solving from the local to the overall,from each level to each section,the data are analysed to clarify the requirements and values of the high school geography curriculum for the cultivation of high school students’ cooperative problem solving skills.In order to understand the value and requirements of the high school geography curriculum in developing students’ collaborative problem-solving skills.Secondly,in order to understand the current situation of cultivating students’ collaborative problem-solving skills in high school geography teaching,student questionnaires and teacher questionnaires were developed to examine the current situation of cultivating collaborative problem-solving skills in high school geography from both students and teachers.Finally,based on the analysis of the requirements for the cultivation of collaborative problem-solving skills in the high school geography curriculum standards and the current cultivation situation,it is proposed that the teaching of collaborative problem-solving in geography should implement the principles of subjectivity,wholeness,differentiation,problem solving and cooperation,and the specific teaching measures include enhancing the ability to interpret the curriculum standards,enhancing students’ interest in geography learning,designing geography problems reasonably,improving students’ collaborative The specific teaching responses include enhancing the ability to interpret curriculum standards,enhancing students’ interest in learning geography,designing geography problems appropriately,improving students’ collaborative skills,and providing effective assessment feedback.The main conclusions of this study are: firstly,the requirements for the cultivation of students’ collaborative problem-solving skills are explicitly stated in the high school geography curriculum standards,involving teaching objectives,various teaching aspects of teaching implementation and evaluation,as well as the preparation of teaching materials and teacher training;secondly,students’ cooperative problem-solving learning initiatives are not high;thirdly,there are individual differences in students’ levels of cooperative problem-solving skills in geography;and fourthly,there are individual differences in teachers’ cooperative problem-solving teaching;Fourthly,teachers’ professionalism in teaching cooperative problem solving is not strong,and the development of students’ cooperative problem solving skills in geography classrooms needs to be enhanced;fifthly,the effectiveness of the development of cooperative problem solving skills in geography is affected by a variety of factors,including students,teachers and objective factors.