| Since the announcement of the core qualities,various studies related to comprehensive thinking have emerged,and the basis of these studies is to put into practice the educational concept of cultivating a well-rounded person,and to divide comprehensive thinking into three aspects: factors synthesis,spatio-temporal synthesis and local synthesis.Practical teaching experience and theoretical learning can be used to obtain a way to cultivate students ’ comprehensive thinking,thus achieving the cultivation of core qualities.This paper uses mind mapping to concretely describe the relationship between knowledge,and makes an in-depth discussion on its great influence on students’ comprehensive thinking,hoping to provide geography teachers with a way to educate and learn comprehensively in their actual educational work,so that they can actively use mind mapping to build their own knowledge systems and thus be able to improve their problem-solving methods effectively.It is the overall goal of geography curriculum in senior high school to effectively implement the fundamental task of establishing morality and cultivating people from the perspective of education through the cultivation of geography core competence.Among them,the requirements of curriculum standards for comprehensive thinking quality are that students can develop a comprehensive knowledge of geographical things and phenomena,analyze the interrelationships and connections among various factors of geography,and explain geographical processes so as to achieve a dialectical view of geographical problems.The existence of mind mapping enables teachers to display each subject in the hierarchy diagram relationship through the method of both graphic and text,thus helping students build connections between geographical objects and concrete abstract ideas into content,which can help learners to form a systematic body of knowledge.In the teaching process,this teaching method is conducive to classifying the correlation between knowledge,making its acquisition,storage and later application more perfect and facilitating students to find the relevant knowledge points quickly when they encounter complex geographical problems,thus enhancing their learning effect.In the first part of this paper,the author defines the concepts related to geography comprehensive thinking and core competence,and explains the importance of cultivating geography comprehensive thinking for high school students on the basis of mind mapping.In the process of geography education,the use of mind mapping can connect knowledge with knowledge and show the thinking process,so as to cultivate a systematic and comprehensive thinking method for students,help students grasp knowledge quickly and efficiently,build a geographical knowledge system,thus improving students’ ability to solve problems and cultivating students’ comprehensive thinking.Then,by means of questionnaire,the survey was conducted on high school geography teachers and students to investigate the application status of mind mapping in geography,the current application status of mind mapping and the comprehensive thinking level of high school students are analyzed,and the data of the cultivation status of comprehensive thinking and the application status of mind mapping of high school students are obtained.The application of mind mapping for integration in middle school geography curriculum was explored through the investigation of the implementation process of middle school geography curriculum.Finally,based on the analysis of the factors,spatio-temporal,and regional perspectives of comprehensive thinking in geography,the educational example of mind mapping is designed in the process of the cultivation of comprehensive thinking in geography in high school,specific cultivation strategies for using mind mapping to cultivate comprehensive thinking are given according to factor synthesis,spatio-temporal synthesis and regional synthesis,and the perspective of thinking and analysis of comprehensive topics,and then a new educational concept is provided by applying mind mapping to the cultivation of students’ comprehensive thinking. |
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