Research On The Comprehensive Thinking Cultivation Of "Geographical Process" Teaching In Senior School

The General High School Geography Curriculum Standards(2017 Edition)(Revised in 2020)regards comprehensive thinking as one of the important components of geography core literacy,emphasizing the importance of comprehensive thinking and "geographical processes".Aiming at the problems that need to be tested in terms of the combination of "geographical process" teaching and comprehensive thinking training,the paper uses the literature research method,the test question diagnosis method,the questionnaire survey method,based on logic theory,constructivism learning theory and cognitivism learning theory,this paper analyzes the correlation between the cultivation of comprehensive geographical thinking and "geographical process",and sorts out the content of "geographical process" in geography curriculum standards and textbooks.Through the questionnaire survey to the teachers and the examination questions diagnosis to the students,this paper analyzes the problems existing in the teaching of "geographical process" in senior high school,and puts forward the teaching strategies.Based on this,"development of fluvial landform" and "material circulation of lithosphere" are designed and implemented,and the implementation effects are diagnosed and evaluated.The research results can provide reference for the practical operation of cultivating comprehensive thinking quality of geography in high school "geography process" teaching.The main conclusions are as follows:(1)The correlation between "geographical process" and the cultivation of comprehensive thinking is analyzed,and the unique advantages and fit of "geographical process" for the cultivation of comprehensive thinking are clarified.The first is to focus on the relationship between the three dimensions of element synthesis,spatiotemporal synthesis and local synthesis to explore the relationship with the teaching of "geographical process";the second is to analyze the relationship between it and the cultivation of comprehensive thinking based on the classification of spatiotemporal characteristics of "geographical process" and starting from the teaching focus of different types of "geographical processes".It shows that it is necessary and feasible to combine the two for research.(2)Taking the optional compulsory course 1 of geography in the human-taught version as the carrier,based on the curriculum standards and geography textbooks,the knowledge of "geographical process" is classified and sorted out,and it is summarized that it has the characteristics of diverse presentation methods,large proportion of geographical circulation process and geographical evolution process,strong knowledge systematic and logic,and concise language expression in the textbook.(3)Through the questionnaire survey of the teachers,the understanding and teaching practice of the current senior high school geography teachers on the cultivation of comprehensive thinking of "geographical process" is clarified.The teachers generally believe that the cultivation of comprehensive thinking of "geographical process" teaching has great feasibility,but there are some shortcomings: the understanding of "geographical process" is not comprehensive;Teaching methods are varied,but limited to the classroom;The evaluation method of comprehensive thinking literacy still needs to be improved.Through examination questions diagnosis,the paper analyzes the status quo of students’ cognition of "geographical process" and comprehensive thinking level,and shows that the comprehensive thinking level of senior high school students is in the middle or lower level,which still needs to be improved.The main problems at present include: As a result,it is difficult to clarify the driving forces and influencing factors of "geographical process" and has insufficient understanding of the methodology of analyzing "geographical process".(4)In view of the problems existing in the present situation investigation,based on the dynamics principle,periodic principle,order principle and the principle of comprehensive,from the "type" teaching,to build "geographic process" cognitive structure,establishment situation,perception "process",contact problems setting up the chain,constructing elements,graphic "geographic process,conversion time and space scales,grasp the evolution mechanism,the cultivation of comprehensive thinking of time and space,To evaluate the geographical effect and improve the local comprehensive thinking,the paper puts forward targeted teaching strategies.(5)Taking "the development of river landform" and "the material cycle of the lithosphere" as an example,the teaching design was carried out,the experimental class and the control class were selected to detect the teaching strategy,and the implementation effect was diagnosed by the test questions,and the results showed that the comprehensive thinking level of the experimental class students was improved,and the effectiveness of the teaching strategy was verified.