High School Geography Exercises Based On The Cultivation Of Comprehensive Thinking Ability Research On Teaching Strategies

With the continuous development of society,the college entrance examination,as a tool for selecting talents,is carrying out round after round of reform,leading the work direction of the majority of front-line educators.The new curriculum standards of geography in ordinary high schools emphasize that the core literacy of geography disciplines should be based on the literacy of geography subjects,and pay more attention to the key qualities that individuals must have to adapt to future social life and personal lifelong development,so the basic task of geography teaching is not only to enable students to master basic geographical knowledge,skills and methods,but more importantly,to cultivate students’ geographical thinking ability,and truly achieve the purpose of educating people to promote students’ long-term development.Geography exercises account for most of the geography teaching,especially the graduating class’ s exercises account for a larger proportion.This paper starts from the interpretation of improving the teaching mode of geography exercises.First of all,through the study of the real questions of the college entrance examination in previous years and the reflection on the problems encountered in the teaching practice and the "teaching" of teachers and the "learning" of students;and then the statistical analysis of the scores of the 2017-2020 national volume 1 and the 2021 national volume B on the examination of geographical comprehensive thinking ability questions,it was found that the proportion of the college entrance examination requirements for students’ comprehensive thinking ability continued to increase.By consulting the data and literature on the teaching of research exercises and comprehensive thinking research at home and abroad,the current situation of research at home and abroad was summarized,and the main content of the research was determined-the teaching and research strategy of high school geography exercises based on the cultivation of comprehensive thinking ability;finally,according to the needs of research,a questionnaire on the teaching status of high school geography exercises and a questionnaire on the learning effect of students’ current exercises were formulated.Based on the above preparatory work,we seek theoretical support for the study of geographical comprehensive thinking ability through consulting data,mainly including the identification and analysis of related concepts(geography exercise lesson teaching,geographical comprehensive thinking ability,effective teaching strategy)and scientific theory statements(geography exercise class,geography exercise lesson teaching,geographical comprehensive thinking ability).Through classroom observation,teacher interviews and student interviews after class,and collection and collation of questionnaire results,some of the problems that currently exist in teachers and students in the exercise class are sorted out.Teachers: Geography exercises generally do not have clear learning objectives;most of the choice of geography exercises are integrated and slightly imprecise;exercises often become "teachers singing a monologue",with a single teaching method;tight class hours and heavy tasks,resulting in a higher error rate of question type non-variant training;teachers do not pay enough attention to after-class evaluation;students: prefer to do geographical multiple choice questions,less comprehensive problem training;strong dependence,active thinking ability to strengthen;unclear understanding of geographical elements;poor ability to convert graphic and text information Lack of a solid grasp of the basics.In view of the problems found in the survey,the teaching strategies of how to improve students’ comprehensive thinking ability in the exercise class are proposed from the perspectives of teachers and students.Teachers:(1)Clarify the teaching objectives of the exercises.(2)Eliminate the complexity and select the exercises.(3)Integration of multiple teaching modes.(4)Set aside the doubts and do variant training for exercises with high error rates.(5)Combination of multiple evaluation methods.Students:(1)Strengthen the standardized training of comprehensive question answers.(2)Improve the interest in learning and enhance the autonomy and initiative of learning.(3)Clarify the geographical elements and the interrelationship between them.(4)Strengthen the training of graphic and text information conversion ability.(5)Consolidate the basic knowledge and organize the knowledge framework.The teaching design and practice of geography exercise courses for the cultivation of comprehensive thinking ability are based on the teaching cases of the 2019 National Volume 36 and the "2021 National Volume B 37(1)" as cases,respectively,to sort out the teaching design of the exercise class to cultivate students’ comprehensive thinking.Then,according to the general high school geography curriculum standards(2017 edition 2020 revision),the teacher evaluates the students’ answers,points out the advantages and insufficientness of the students’ answers to help students continuously improve their answer ideas and optimize the answer language.One semester of teaching practice shows that the teaching strategy of cultivating students’ comprehensive thinking in exercise classes is effective and feasible.The innovation of this paper is to combine the exercise class with the cultivation of comprehensive geography literacy,through the study of geography curriculum standards and other statistics involving the comprehensive thinking ability test in the geography college entrance examination real questions,combined with the usual teaching experience and teacher interviews,teacher questionnaires,student questionnaire surveys,in the "what is the college entrance examination?" How do teachers teach?-How do students learn? In this paper,we will find out the common problems of teachers and students,and put forward suggestions on how to cultivate students’ comprehensive thinking ability in the comprehensive test questions of the "literacy intention" category.The shortcomings of this study are: first,the survey of the assessment results of students’ comprehensive thinking ability after the lack of effective exercises in the questionnaire;second,the data collected in the questionnaire teacher sample is less selected.Based on my limited teaching experience,I hope to continue to do more in-depth research on the improvement of students’ geography literacy in the future teaching career.