| The beginning of a new round of geography curriculum reform has given impetus to the development of the subject of geography.With the publication of the new version of the Geography Curriculum Standards,the development of students’ core literacy in Geography has become the goal and orientation of Geography teaching activities.Integrated thinking in geography belongs to the key part of core literacy in geography,and is an important and necessary ability for students to carry out geography learning.The geography classroom is the primary battleground for cultivating integrated thinking in geography.Under the guidance of geography core literacy,the traditional geography teaching mode needs to be updated and developed,and geography teachers need to inherit and carry forward appropriate teaching methods,so that students can truly become the master of the geography classroom and gain insights and experiences in geography learning,so as to better cultivate students’ integrated thinking in geography.At present,the number of relevant research papers on integrated thinking in geography in China is changing day by day and the scope of research is expanding.The research literature on experiential teaching is gradually increasing,but most of it is stagnant at the theoretical level.The research on the application of experiential teaching is mainly concentrated in the field of science subjects such as physics and chemistry,and less applied in the field of geography,and the relevant research on cultivating students’ integrated thinking in geography based on experiential teaching is still in its initial stage.Based on the theories of constructivism,embodied awareness,pragmatism and experiential learning circles,this paper investigates the current situation of cultivating students’ integrated thinking in geography through experiential teaching and learning,using literature analysis,questionnaires,interviews and teaching practice methods.In this study,the teachers and students of the First Senior Secondary School of County S were surveyed to analyse the situation of experiential teaching in fostering students’ integrated thinking in geography.A total of 500 questionnaires were distributed to students in the first and second years of senior secondary school,including 480 valid questionnaires,to investigate the basic situation of students,the current situation of experiential teaching,the level of students’ integrated geography thinking,and the level of students’ basic geography knowledge.At the same time,interviews were conducted with the frontline geography teachers of the school to understand their views and suggestions on experiential teaching,integrated thinking in geography and experiential teaching to cultivate students’ integrated thinking in geography.Combining the data from the student questionnaires and the results of the teacher interviews,the current situation of cultivating students’ integrated thinking in geography based on experiential teaching was derived,and the main problems were analysed and summarised and targeted principles and strategies were proposed.According to the findings of the survey,the following problems exist when experiential teaching cultivates students’ integrated thinking in geography:(1)students’ subject status is neglected in experiential teaching in geography;(2)experiential teaching in geography is not carried out effectively and deeply;(3)students’ integrated thinking in geography needs to be improved;(4)hardware and software facilities for geography activities are insufficient;(5)the evaluation system of geography teaching is not perfect.Based on the in-depth analysis of the problems investigated,the corresponding teaching principles and strategies are proposed,among which the teaching principles for experiential teaching to cultivate comprehensive thinking in geography among high school students are:(1)the principle of subjectivity in the geography classroom;(2)the principle of sustainability in geography;(3)the principle of fun in geography activities;(4)the principle of comprehensive teaching in geography;(5)the principle of learning geography in life.The teaching strategies for experiential teaching to cultivate integrated thinking in geography for high school students are:(1)adhere to the teacher’s leading role and students’ main role in geography teaching;(2)adopt diversified experience methods to cultivate integrated thinking in geography;(3)enhance the application of geography knowledge to cultivate integrated thinking in geography;(4)improve geography hardware and software facilities to enrich geography teaching resources;(5)improve teaching evaluation methods to expand the depth of geography thinking.Finally,under the guidance of the above-mentioned teaching principles and strategies,the design and implementation of experiential teaching is carried out using Floods and Vegetation as examples.The innovation of the thesis lies in the choice of a new research perspective based on the original study.Most of the current research on experiential teaching focuses on theoretical studies and the teaching of textbook knowledge,but few studies focus on the cultivation of students’ integrated thinking in geography;moreover,most of the applied research on experiential teaching focuses on science subjects,and there are fewer applied studies about geography subjects.Therefore,this study proposes to cultivate students’ integrated thinking in geography based on experiential teaching.The research angle is relatively new,which not only enriches the types of subjects in which experiential teaching is applied,but also provides teaching methods for front-line geography teachers to cultivate students’ integrated thinking in geography in their teaching.It is important for the teaching of geography as it helps students to experience,understand and internalise geographic knowledge,stimulates students’ interest and exercises their integrated thinking and abilities in the teaching process,so that students can meet the country’s talent needs.It is hoped that this study will increase the understanding of experiential teaching in fostering students’ integrated thinking in geography,provide teaching reference for frontline geography teachers and promote the innovation and development of geography teaching methods. |
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