Teaching Strategies Of Geographical Map In Senior High School Based On Comprehensive Thinking

The GCSE Geography Curriculum Standards(2017 Edition)put forward the core literacies of geography,including integrated thinking,regional awareness,a coordinated view of people and places,and the practical power of geography.The ability of integrated thinking is one of the indispensable abilities for students to learn geography well.Targeted cultivation of students’ integrated thinking literacy is an issue that both experts and scholars and frontline geography teachers are thinking about.As the second language of geography,maps are an important tool for developing integrated thinking.Firstly,this thesis interviewed some front-line geography teachers in Chaoyang County Experimental Middle School in Liaoning Province,and distributed questionnaires to students to understand the current situation of map teaching in cultivating students’ integrative thinking.Combined with the pre-test results of an experimental study based on SOLO classification theory,this thesis analyses the current problems of cultivating integrative thinking in the process of teaching high school geography maps.Secondly,a model of the use of integrative thinking in answering subjective questions was established.Based on the problems identified,map teaching strategies dedicated to improving students’ integrative thinking were proposed in response to the thinking skills required by students in the process of answering subjective geography questions.Again,the teaching design of the selective Compulsory II on Ecologically Vulnerable Areas(Lesson 1)of the Human Education Edition of high school geography is used as an example to demonstrate how to use map teaching strategies in high school geography teaching to develop students’ integrative thinking skills.Finally,to verify the effectiveness of the map teaching strategy in enhancing students’ integrative thinking literacy,it was tested in teaching practice.The main findings are as follows:First,there are several problems in the process of using map teaching in high school geography to develop students’ integrative thinking:(1)Students’ map skills need to be improved.(2)The overall level of students’ integrated thinking in geography is low.(3)Geography teachers’ map teaching is poor.(4)Teachers’ efforts to develop students’ integrative thinking are insufficient.Secondly,to address the thinking skills students need to have in the process of answering geography subjective questions,map teaching strategies are proposed from the three dimensions of integrated thinking.(1)strategies for the cultivation of integrated thinking of elements include: strengthening map reading skills and extracting image elements;drawing mind maps to clarify elemental hierarchical connections;and drawing correlation schematics to clarify relationships between elements.(2)Strategies for developing spatial and temporal integrated thinking include: choosing a variety of map types to clarify the characteristics of spatial and temporal changes;comparing and analysing between maps and maps to analyse the links and differences between elements.(3)Strategies for developing integrated local thinking include: combining regional maps with landscape maps to analyse local features in an integrated manner;and using multiple maps in an integrated manner to form an integrated cognition of places.Thirdly,after three months of experimental research,the results showed that the post-test scores of both the experimental and control classes improved,and the degree of improvement in the level of elemental synthesis,spatio-temporal synthesis and place-integrated thinking in the post-test was more significant for the students in the experimental class compared to the control class.This indicates that the map teaching strategy proposed in this study is important for improving students’ integrative thinking skills.