A Case Based Teaching For High School Students’ Comprehensive Thinking Skills In Geography Cultivation Strategy Research

With the deepening of the general high school curriculum reform,China has promulgated the General High School Geography Curriculum Standards(2017 Edition).The new version of the curriculum standard clearly points out that high school geography teaching should pay attention to cultivating students’ geography core literacy and innovative geography core literacy cultivation methods.Integrated thinking literacy,as one of the four important components of geography core literacy,concentrates on the disciplinary characteristics and research ideas of geography.Therefore,cultivating students’ integrated thinking in geography is not only an important educational goal of secondary school geography but also an important task of the new round of curriculum reform,and geography teachers should pay great attention to the formation of students’ integrated thinking literacy.The case teaching is comprehensive and open,and the teaching process is problem-oriented and activity-based,which can create real situations to promote students’ cooperative inquiry,analyze problems and propose relevant strategies,and is very suitable for cultivating students’ integrated thinking literacy.Based on this,this paper takes case teaching as the focus and studies how to cultivate integrated thinking in high school students with this teaching method.From the theoretical and practical perspectives,the article uses the literature research method to explain the current status of domestic and international research on integrated thinking in geography as well as case teaching,and defines the concepts and points out the correlations that exist between them.Using constructivist theory,contextual learning theory,humanistic theory and paradigm teaching theory as the theoretical basis,the entry point of this research is established.In terms of studying the current situation of geography case teaching to cultivate students’ integrated thinking,the questionnaire and interview methods were used to investigate the current situation of integrated thinking skills cultivation in actual teaching,and the problems and shortcomings in teaching practice were analyzed with the help of feedback data from students’ questionnaires and teachers’ interviews.The study found that the outstanding problems were mainly focused on four aspects:(1)teachers’ incomprehensive knowledge of integrated thinking and case teaching;(2)the difficulty of case selection and development is the main problem of case teaching;(3)the integration of various aspects of case teaching with integrated thinking is not close;(4)teachers’ post-class reflection is not sufficient and lack of case redesign awareness.In view of the above problems,the author proposes the following strategies based on the relevant research of former scholars,combined with the relevant suggestions of first-line high school geography teachers during the internship and personal experience:(1)pay attention to the study of educational theory to improve teachers’ professionalism;(2)clarify the perspective of case selection to improve the quality of case materials;(3)control the case teaching link to permeate comprehensive thinking literacy;(4)pay attention to post-class reflection and evaluation to improve the case teaching quality.Finally,according to the above strategies,the teaching design of "Agricultural Location Factors and Changes: The Development of Xinyang Mao Jian" was chosen as an example,the training of comprehensive thinking skills was high.The innovation of the paper is mainly the innovation of topic selection.At present,there are more results of research on case teaching and integrated thinking cultivation strategies separately,but there are fewer practical application studies combining integrated thinking ability cultivation with case teaching.Based on this,this paper focuses on case teaching to cultivate students’ integrated thinking in geography as the goal,and uses questionnaire survey method and interview method to analyze the possible problems of case teaching in cultivating students’ integrated thinking in geography,and proposes corresponding strategies to enrich the teaching methods of high school geography.To sum up,based on the deepening of the new round of curriculum reform,the new changes of the general high school geography curriculum standards and the rich achievements of previous researches,this thesis,under the guidance of constructivist theory,contextual learning theory,humanistic theory and paradigm teaching theory,provides new ideas for the cultivation of comprehensive thinking ability of geography for high school students nowadays by clarifying the fit and relevance of case teaching and comprehensive thinking of geography.At the same time,this thesis uses questionnaires and interview methods to gain an in-depth understanding of the current situation of using case teaching to cultivate integrated thinking skills of high school students in geography,and proposes corresponding strategies to address the problems,providing teachers with certain references for their teaching practice and opening up new teaching dynamics for integrated thinking cultivation.