Research On Teaching Strategies Of‘geographic Process’ Knowledge Based On Logical Thinking Training

With the promulgation of the new curriculum standards in 2017 and the promotion of curriculum reform,under the background of the reform of the new curriculum standards,new teaching materials and new college entrance examination,the cultivation of students’ subject competence and comprehensive literacy has become the key direction of geography teaching,and in the new curriculum standards,students are explicitly required to think in time and space.In the new textbook,the proportion of "geographic process" knowledge in the senior secondary geography knowledge system has increased,and the number of tests on geographic process knowledge in the new college entrance examination has also gradually increased,thus highlighting the importance of "geographic process" knowledge in senior secondary teaching.However,the questionnaire survey found that front-line teachers’ understanding of geographic processes and teaching methods are lacking,and most of them have little understanding of the basic classification of "geographic processes"knowledge."The teaching methods are still based on the traditional way of teaching and learning,but they do not explain the geographic process in detail,clarify the key aspects of the geographic process and connect them with logical chains;nor do they pay attention to the cultivation of students’ logical thinking,resulting in students knowing the results but not the process,and losing the role of "geographic process"knowledge in cultivating students’ subject competence and comprehensive thinking.Therefore,this paper takes the perspective of logical thinking training and takes the optional Compulsory 1 of the Humanities Education Edition as an example to study the teaching strategies of "geographic process" knowledge.This paper is divided into two main parts,the theoretical study and the practical part(containing practical investigation and case practice teaching and feedback).In the theoretical part,through reading a large amount of literature,the core concepts of geographic process,logic and thinking are clarified,and the logic theory,geography teaching methodology theory,constructivist learning theory and cognitivist learning theory are sorted out to provide theoretical support for the proposed teaching optimization strategies.The practical part takes Compulsory 1 as an example.Firstly,the knowledge of "geographical processes" in the textbook is divided into four categories according to Professor Yuan Xiaoting’s classification method: geographical cyclical processes,geographical evolutionary processes,geographical fluctuation and change processes,and geographical diffusion processes,and the specific meaning,knowledge points and teaching focus of geographical processes are summarised using Compulsory 1 as an example.The students were given an overview of the meaning,knowledge points and teaching focus of geographical processes.Secondly,a questionnaire survey was conducted to understand the current situation of the teaching of geographic processes among front-line teachers,and through data analysis,it was concluded that there are mainly problems such as insufficient understanding of the classification of geographic processes,teaching methods not reflecting the characteristics of "geographic processes",insufficient emphasis on the training of students’ logical thinking,emphasis on results rather than processes,and less generalization of problem solving methods.The problems are In response to the feedback problems,we again propose teaching improvement strategies from the perspective of logical thinking training,mainly in three aspects: establishing logical thinking models through classroom teaching,focusing on the cultivation of students’ inductive and deductive abilities,and improving their comprehensive analysis ability;and selecting three typical geographic processes in Compulsory 1 for case studies,namely the material cycle of the lithosphere in the geographic cycle process,river erosion landforms in the geographic evolution process,and temperature changes and their effects in the geographic fluctuation process.The application of logical thinking training in the teaching of geographic process knowledge is explained from the whole teaching process of teaching design,teaching focus,homework assignment and explanation of typical test questions.Finally,a comparative analysis of the geographic process knowledge assignments of two classes(the traditional teaching class and the class with emphasis on logical thinking training)shows that the emphasis on logical thinking training in teaching is more effective in improving students’ conceptual cognition,thinking ability of cause-effect logical analysis and comprehensive thinking.The teaching of geographic process knowledge in senior secondary school is changing under the promotion of education reform,and in the process of change,although there are different school situations in each region and each school,the requirements of the new curriculum,new teaching materials and new college entrance examination for students’ subject competence and literacy will not change.This study provides a systematic overview of the application of logical thinking training in the teaching of "geographic process" knowledge and provides practical examples.This study provides a systematic overview of the use of logical thinking training in the teaching of "geographic processes" and provides practical examples to enhance the guidance of application and provide a new teaching method for the teaching of "geographic processes" in senior secondary schools.