Research On The Cultivation Of High School Geography Comprehensive Thinking Based On Thinking Maps

With the deepening of the new curriculum reform,more and more attention has been paid to the theoretical and practical research on the cultivation of core literacy.Among them,comprehensive thinking is the basic thought and method of analyzing geographical problems,which consists of elements synthesis,space-time synthesis and local synthesis.Relevant studies show that the cultivation of comprehensive thinking is emphasized,but there are still challenges.As a visual tool,mind map is seldom studied in practical geography teaching,especially in the cultivation of comprehensive geography thinking in senior high schools.Therefore,this study can enrich the research on the cultivation of mind map and geographic core literacy,and has certain theoretical value and practical significance.In this study,literature analysis method was adopted to clarify the related concepts of comprehensive thinking and thinking map according to the nature of geography,the requirements of geography curriculum standards in ordinary senior high schools and the previous research results.By differentiating thinking map and other visualization tools,this paper highlights the advantages of thinking map in the cultivation of high school geography comprehensive thinking,and then discusses the feasibility and value of thinking map in the cultivation of high school geography comprehensive thinking.Through interview and questionnaire survey,summed up the map based on the thinking of the high school geography comprehensive thinking training,characteristics and the reason analysis of the current situation of the first,the fostering function of comprehensive thinking mind map by teachers must generally,second,the teacher to the operation of the mind map is not clear,the effectiveness of the comprehensive thinking training failed to fully manifests,third,teachers seek map form and dilute content,Students lack effective drawing guidance and thinking evaluation.Combined with the above research,this paper puts forward the cultivation strategy of high school geography comprehensive thinking based on thinking map.First of all,on the basis of carefully reading geography curriculum standards,combining with the teaching materials and fully considering the actual situation of students,it is clear that the teaching content of this part of the comprehensive thinking training objectives.Secondly,according to the different dimensions of comprehensive thinking training,the scientific and reasonable construction of thinking map.When the content of this part is directed to the cultivation of comprehensive thinking of elements,the relevant geographical elements should be defined first,the characteristics of the elements should be analyzed in detail,then the relevant elements should be correlated,and the primary and secondary connections of the elements should be clarified.When pointing to the cultivation of spatio-temporal comprehensive thinking,firstly based on the spatial pattern,grasp the time clue,analyze the geographical process of each stage,and finally synthesize the spatio-temporal change,deduce the development of geographical things dynamically.When it comes to the cultivation of local comprehensive thinking,it firstly defines the location of the region,analyzes the regional conditions in detail,and finally forms the local characteristics comprehensively to evaluate and forecast the local development.At the same time,in the teaching process of applying thinking map,it is necessary to flexibly choose the types according to the actual situation,cooperate with other teaching methods to guide students to construct independently,give play to the visual characteristics of thinking map and change the evaluation method.On this basis,this study takes "how to make the city not look at the sea" as a case to design teaching and carry out practical reflection,and carries out an empirical research on the cultivation of comprehensive thinking in high school geography based on thinking map.