| Comprehensive thinking is a necessary thinking quality ang key ability for high school students.However,the cultivation of comprehensive thinking is not effective immediately,and it has stages.How to promote the advancement of students’ comprehensive thinking has become a difficult promote the advancement of students’ comprehensive thinking,which is conductive to solving this training problem.The geography textbook of the people’s Edition(2019 Edition)has added “ activity theme”,which advocates that “from simple to deep” problems to promote the advancement of students’ comprehensive thinking,which is conductive to solving this training problem.Therefor,this paper studies how to use “activity theme” to promote senior high school students’ comprehensive thinking.Comprehensive thinking is one of the core qualities of geography,and its advanced research is not only in line with the characteristic of students quality development,but also in line with the requirements of the knowledge society for the cultivation of comprehensive talents,which has very important research significance.The paper mainly includes four parts,the first theoretical framework,the second is the analysis of teaching materials and current situation investigation,and then is to propose strategies,and the last is to apply strategies.The first part is the theoretical framework.This study defines the concept of“activity theme” and comprehensive thinking literacy.At the same time,according to the four levels of comprehensive thinking in the curriculum standard and with reference to SOLO classification theory,this study has constructed an advanced scale of comprehensive thinking under the same “theme,” refined the four levels of comprehensive thinking to make it more operational.The second part is the analysis of teaching materials and current situation investigation.The research is based on the comprehensive thinking advanced scale,analyzed and combed the "activity theme " and comprehensive thinking level.The paper discusses the feasibility of “activity theme ”and advanced comprehensive thinking,and further affirms the advantages of “activity theme” in the advanced cultivation of comprehensive thinking.Through classroom observation and teacher interview,the“activity theme” and students’ comprehensive thinking level were investigated,the following problems were: As for teachers,there is a lack of advanced theoretical knowledge of comprehensive thinking,and they use the “activity master” step by step.The internal logic between “activity theme” and comprehensive thinking is not clarified.2.In terms of “activity theme”,some “activity themes” in the textbooks have few situational materials,and the proplem level is not obvious enough.3.Students are not interested in the “activity theme”,and their level needs to be improved.The third part is to propose strategies.This study proposes the principles and strategies of comprehensive thinking.The principles include: comprehensive theme principle,step-by-step principle and student subjectivity principle.Teaching strategies include: 1.Teachers should attach importance to the theme of “activities” and supplement advanced knowledge of comprehensive thinking.2.Sort out the “activity” column according to the comprehensive thinking advanced scale;3.According to the comprehensive thinking advanced scale under the same “theme” situation,optimize the“activity” along the “activity theme”.The optimization process includes:(1)determination of “activity theme”(2)Design the advanced route of “activity theme ”comprehensive thinking.(3)Select appropriate material presentation(4)choose the right teaching time.The fourth part is strategy application,after the teaching strategy was put forward,choose two typical “activity themes ” in selective compulsory one and selective compulsory two for teaching design.The teaching strategy is applied to the teaching design. |
