| Integrated thinking is one of the four core literacies in geography,and the new standard clearly requires innovative teaching methods to cultivate students’ core literacies.GIS overlay analysis is an important function of GIS spatial analysis technology,and the use of GIS overlay analysis can simulate the thinking process of geographic element analysis and synthesis,so as to facilitate students to understand the abstract geographical process.Integrating GIS overlay analysis into the teaching of students’ comprehensive thinking in geography is conducive to deepening curriculum reform and accelerating the construction of education informatization.However,the current application research of GIS overlay analysis function to assist the cultivation of geographic comprehensive thinking literacy is still in the early stage,and the relevant research is not highly targeted,and there are problems such as less local comprehensive reflection.Therefore,this paper investigates the current level of integrated thinking in geography among high school students,the level of teachers’ teaching behaviors for integrated thinking development in geography,and teachers’ attitudes towards its application based on the functional characteristics of GIS overlay analysis and the connotation of integrated thinking.Based on the statistical analysis data of the questionnaire survey,the principles and strategies of GIS overlay analysis applied to the development of integrated thinking of high school students in geography are proposed.Finally,according to the characteristics of high school geographical content and GIS superposition function,the teaching content suitable for the application of GIS superimposed analysis function for comprehensive thinking training is determined,and the specific teaching case is designed by case analysis method.The results show that: firstly,the high school students participating in the survey have a low level of comprehensive thinking in geography and uneven development in all dimensions and levels,and at the same time,students’ passion for geography is the main factor that produces the difference in geographical comprehensive thinking level.The teachers who participated in the survey had a high acceptance of the teaching method of using GIS superposition analysis to cultivate students’ comprehensive thinking of geography,but there were still a small part of teachers whose teaching level of comprehensive thinking cultivation,cognition and operation level of GIS overlay analysis needs to be improved.There was a strong positive correlation between "Teaching Behavior of Teachers’ Geographical Comprehensive Thinking Cultivation","Teachers’ GIS and Superposition Analysis Theory and Operation Mastery" and teachers’ application attitudes,indicating that the higher the level of teachers’ comprehensive thinking teaching behavior and the better their mastery of GIS and superimposed analysis functions,the more optimistic their application attitude.There was a strong positive correlation between "the teaching advantages and hindrance factors of applying GIS superposition analysis to cultivate geographic integrated thinking" and teachers’ application attitude,indicating that teachers who can identify the obstacles are more willing to try it.In addition,the survey found that the imperfect software and hardware facilities of schools,the limitation of classroom teaching content,the lack of reference cases,the lack of suitable geographic data,and the large amount of time required for lesson preparation all affect teachers’ use of GIS overlay analysis for teaching.Second,based on the above survey results,this paper proposes six GIS overlay analysis based on teaching elements and processes to assist the cultivation of geographic comprehensive thinking literacy,including: improving teaching facilities and training to further enhance teachers’ own literacy,determining the development goals of students’ comprehensive thinking according to the current situation,selecting geography teaching materials and establish a database of teaching resources;creating the situations reasonably to stimulate learning motivation,choosing the appropriate mode of classroom teaching to achieve an effective teaching,innovative homework design to meet students’ multiple choices.Three GIS overlay analysis based on the connotation of comprehensive thinking is proposed to assist the cultivation of geographic comprehensive thinking literacy,including: basing on the system and connection characteristics of the multi-element overlay analysis of geography to cultivate students’ comprehensive literacy of factors,basing on dynamic changing characteristics of the multi-time overlay analysis of geography to cultivate students’ comprehensive literacy in time and space,basing on the multi-element overlay analysis and solving problems about region to cultivate students’ region comprehensive literacy.Thirdly,based on the cognitive and learning characteristics of high school students and the application direction of GIS overlay analysis in the training of comprehensive thinking,this paper sorts out the PEP high school geography textbook 1-2 and optional compulsory textbook 1-3,screens the suitable teaching content for the application of GIS overlay analysis function for students’ comprehensive thinking training,and designs a teaching case as an example—— "agricultural location factors and their changes".Affected by objective factors,this study has some problems,such as strong regional tendency of questionnaire survey and not put the designed teaching case into practice,so the scope of investigation should be further expanded in future research,and the breadth of teaching cases should be expanded,and teaching practice research should be carried out. |
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