Research On The Design Of Questions In Junior High School Geography Classroom Based On The Cultivation Of Comprehensive Thinkin

The current education emphasizes the cultivation of students ’ core literacy.As an important part of geography core literacy,comprehensive thinking has become the focus of geography teachers in teaching.Effective classroom questioning can guide students ’ thinking direction and promote the cultivation of comprehensive geographical thinking.This paper mainly uses the literature method to analyze the connotation structure of comprehensive thinking and its principle requirements for classroom questioning,and uses classroom observation method to study 50 junior high school geography classroom records.On this basis,it analyzes the current situation and existing problems of junior high school geography classroom questioning design based on comprehensive thinking training.In view of the above content,the design strategy of junior high school geography classroom questioning based on comprehensive thinking training is finally proposed.This paper is divided into seven parts :The first part,introduction.This paper introduces the research background,research significance,research purpose and content,research methods,etc.,and uses the literature method to sort out and summarize the research status of geographical comprehensive thinking and classroom questioning at home and abroad,and finally determines the basic framework of this research.The second part,the basic theory.Using the literature method to define the core concepts of this study,and to determine the theoretical basis for this study.The third part constructs the theoretical basis for this study.Clarify the general principles of classroom questioning,as well as the connotation and structure of geographical comprehensive thinking,and finally determine the requirements of the connotation structure of comprehensive thinking for classroom questioning.The fourth part,the development of classroom observation scale.According to the research conclusions of the second part and the third part,a junior high school geography classroom questioning observation scale based on comprehensive thinking training is constructed.The fifth part,the status quo research.According to the classroom observation scale constructed in the fourth part,the current situation and shortcomings of classroom questioning design based on comprehensive thinking training are investigated and analyzed.The sixth part,strategic recommendations.According to the shortcomings in the current situation of classroom questioning design,this paper puts forward the design strategy of junior high school geography classroom questioning based on comprehensive thinking training.The seventh part,summary and outlook.Based on the above content analysis,this paper summarizes the basic conclusions of the research on the design of junior high school geography classroom questioning based on the cultivation of comprehensive thinking,and explains the shortcomings and puts forward the prospect.