| In order to meet the requirements of social development on education,teaching and thinking ability of talents,the newly revised Geography Curriculum Standards for Compulsory Education in 2022 proposes to cultivate the four core qualities of geography,including comprehensive thinking.Junior high school is an important period for young people to gradually form their world outlook,values and outlook on life.It is the glorious mission of every educator to serve the national strategy to strengthen the cultivation of students’ way of thinking and ability,so that they can analyze problems comprehensively,systematically and dynamically,and enhance their cultural heritage,scientific spirit and sense of responsibility.Based on the above background,combined with the concept of the new curriculum standard,this study tries to put forward teaching strategies and implementation plans that match the training of comprehensive thinking highly.Firstly,the theoretical origin and research status of "comprehensive thinking" and "scaffolding teaching" are sorted out through literature analysis,and the relationship between the two is clarified.Constructivism and other theories are used as the guiding theories of this study,which lays a foundation for the investigation of the current situation and the selection of strategies.Secondly,through the investigation,it is found that the students’ attitude towards geography learning needs to be adjusted,with low interest and strong dependence.There are some problems in the students’ learning methods,it is difficult to connect the old and new knowledge,and the independent learning ability is weak.Students’ comprehensive thinking quality level is low;Teachers do not pay enough attention to the cultivation of comprehensive thinking quality,and the lack of teaching strategies with a high degree of matching with the cultivation of comprehensive thinking,scaffolding teaching has not been widely popularized and applied.In view of the above problems,this study is based on the relationship between scaffolding teaching and comprehensive thinking,and on the premise of referring to basic theories,puts forward strategies to improve the comprehensive thinking literacy level of junior high school students based on scaffolding teaching.First of all,the strategy selection idea: in accordance with the unity of "learning,thinking and action",following the basic framework of "mastering geographic element knowledge as the basis,cultivating comprehensive thinking quality as the core,and comprehensively understanding geographic environment from multiple dimensions as the implementation process",scaffolding teaching is selected as the strategy carrier from the needs of four steps of problem solving.Secondly,combining with the teaching concept of the new curriculum standard,three principles are formulated,including:attaching importance to students’ existing knowledge and experience;Diagnose the area of proximal development and design hierarchical targets;Respect the principal position of students and change the role of teachers.Thirdly,it puts forward the implementation plan of scaffolding teaching,and summarizes the specific strategies of each link pointing to the cultivation of comprehensive thinking by combining the five links of scaffolding teaching.Then,according to the actual teaching needs,five kinds of teaching support resources are designed,as well as two teaching cases for teachers and students reference.In order to verify the effectiveness of teaching strategies,this study designed an empirical study of teaching.Through the practical application of scaffolding teaching,the geography achievement of the experimental class is higher than that of the control class,and there is a significant difference.Combined with the correlation between the test paper and comprehensive thinking,the main conclusion is drawn,under the premise of more class hours,the use of scaffolding teaching has a more obvious effect on the cultivation of students’ comprehensive thinking quality. |
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