Reacher On High School Studengts Geographic Integrated Thinking Cultivation Based On Thinking Map

The new round of high school geography curriculum reform puts literacy education in a key position,and comprehensive thinking,as one of the four core geography literacy,is a necessary subject literacy and way of thinking for high school students.Cultivating students’ comprehensive thinking is not only the basic requirement of literacy education,but also to meet the needs of modern society for comprehensive talents.In addition,with the deepening of curriculum reform,the examination of comprehensive thinking in geography examination questions has gradually increased,which has put forward higher requirements for teachers’ teaching and students’ learning.Mind maps are beautiful in form,high in visualization,and highly attractive to students.Applying them to geography teaching can stimulate students’ interest in learning,help students clarify knowledge relationships,and form a knowledge system.In terms of cultivating students’ comprehensive thinking has significant advantages.But for now,mind maps are insufficient in cultivating students’ comprehensive thinking,and some geography teachers lack teaching strategies to use mind maps to cultivate students’ comprehensive thinking.Based on this,this paper proposes a comprehensive thinking training strategy based on mind map on the basis of consulting and referring to relevant literature,and according to the status quo reflected by the analysis of test questions and questionnaires,in order to provide a method for geography teachers to cultivate students’ comprehensive thinking.Taking the theory of left and right brain division of labor,constructivism,knowledge visualization and other theories as the theoretical basis,the comprehensive thinking training based on mind map is studied by means of test question analysis,questionnaire survey and other methods.First of all,based on the review and analysis of relevant literature,the research background and significance are clarified,and the research status at home and abroad is sorted out.It is concluded that the current research mainly focuses on the relationship between the two,training advantages and training strategies.Secondly,on the basis of defining the concept of mind map and geographic comprehensive thinking,take the test question analysis as a carrier to understand the current situation and characteristics of comprehensive thinking of high school students,and use questionnaires to understand the effect of mind mapping on comprehensive thinking in current high school geography teaching.cultivation status.Finally,based on the analysis of the results from the two perspectives of test questions and questionnaires,a comprehensive thinking training strategy based on mind maps is proposed,and The Main Forming Factors of Soil are used as an example to design a teaching case,so as to give full play to the effect of mind map on comprehensive thinking.The advantages of thinking training can improve the effect of geography classroom teaching.Through the analysis of the results of the test questions and questionnaires,the current situation of the comprehensive thinking and mind mapping of the current high school students in the comprehensive thinking training is obtained.In the aspect of comprehensive thinking training,it is found that teachers’ emphasis on comprehensive thinking does not match the actual training effect.Most teachers implement the concept of literacy teaching more deeply,but the overall thinking level of students is not high.In terms of specific dimensions,there are mainly the following problems: weak ability to connect geographical elements,poor ability to dynamically analyze the development process of geographical things;insufficient ability to comprehensively analyze geographical areas,and some students’ basic knowledge of geography is also relatively weak.There are also some problems in the learning and teaching application of mind maps.The use of mind maps by students is relatively simple,students’ ability to draw mind maps is not high,teachers’ participation in mind map teaching needs to be improved.In terms of cultivating comprehensive thinking with mind maps,there is a problem that teachers have a high willingness to use mind maps but a low frequency of use.Most teachers have the awareness of using mind maps to cultivate students’ comprehensive thinking,but lack of specific teaching strategies leads to thinking Maps have not been effectively used in the cultivation of students’ comprehensive thinking.Based on the analysis of test questions and the results of questionnaires,the strategy of using mind map to cultivate students’ comprehensive thinking is put forward(1)Use the mind map to create problem situations and stimulate the desire for knowledge in geography(2)Use the mind map to spread knowledge and form a comprehensive thinking awareness(3)Use the mind map to build element connections and cultivate element-related thinking(4)Use the mind map to express the time-space process,cultivate the dynamic thinking of time and space(5)Use mind maps to construct regional content and cultivate local comprehensive thinking(6)Encourage students to actively draw mind maps and evaluate their thinking levels in a timely manner.This paper investigates the status quo from the perspectives of test question analysis and questionnaire survey,which more truly reflects the current development status of high school students’ comprehensive thinking and the training status of comprehensive thinking by mind mapping,so as to make the training strategies and design teaching proposed later.Cases are more targeted.Cultivating students’ comprehensive thinking based on mind maps can give full play to the teaching advantages of mind maps,stimulate students’ interest in geography learning,optimize geography classroom teaching,and implement the requirements of geography core literacy training.