Research On The Advanced Strategy Of Comprehensive Geographical Thinking Of Senior High School Students Based On Question-based Teaching

With the advancement of the new curriculum reform,the evaluation of the college entrance examination has changed from the knowledge-based to the competency-based,and the geography teaching pays attention to the implementation of the fundamental task of morality education and cultivating high-quality talents in response to the requirements of the party and the state.After the promulgation of the2017 edition of the "General High School Geography Curriculum Standards" and revised and republished in 2020,the vast number of front-line geographers,geography teaching scholars and graduate students have strengthened their attention to the core literacy of geography.The curriculum on cultivating core literacy in geography emphasizes the importance of the application of problem-based teaching and learning,and divides the levels of integrated thinking to enhance the progression of integrated thinking of high school students.Based on this understanding,this study compares the research progress at home and abroad,clarifies the research objectives,research content and research methods,and develops a research technical line.At the level of theoretical research,this study identifies zone of proximal development,situational cognition theory,constructivism,and humanism as the theoretical basis,increasing the scientific and rigorous degree of research.At the practical research level,this study clarifies the current application status and existing problems of problem-based teaching in high school geography classrooms to promote the advancement of integrated thinking through questionnaires distributed among students in high school students and teacher interviews with teachers of different teaching ages in high schools.On the basis of the survey,the research of comprehensive thinking is carried out according to the context of problem discovery,problem solving and problem reflection.Based on the classification of integrated thinking levels in the General High School Geography Curriculum Standards(revised in 2017 and 2020),this study investigates the concrete performance of integrated thinking progression in the three dimensions of integrated thinking.In the "problem discovery" section,problem situations are created in accordance with the curriculum standards and the requirements of the integrated thinking progression,and the problem situations are made more realistic,problematic and layered,based on real situations,and divided into simple given familiar situations,complex given unfamiliar situations and complex realistic unfamiliar situations.The starting point for the construction of problem chains is the geography knowledge students have already learnt,and the process of constructing problem chains focuses on pre-determined and generated problems in class.In the "problem solving" section,the three dimensions of integrated thinking are studied in relation to simple given situations,complex given situations and complex realistic situations,in order to promote integrated thinking progression.The study focuses on breaking through the shackles of thinking by grasping primary and secondary relationships,constructing problem chains,transitioning from familiar to unfamiliar situations,and developing analytical and integrative thinking habits to dismantle problem situations and achieve a leap between levels of integrative thinking.In the "problem reflection" session,this study focuses on the geography problem solving of high school students in unfamiliar contexts to test the results of their integrated thinking progression.The study identifies the starting point for the progression of integrated thinking through "problem identification",seeks progression strategies in the three dimensions of integrated thinking in "problem solving",and finally tests the progression results in "problem reflection".The results of the progression will be tested in "problem reflection".This study uses the lesson "Observation of Landforms" in the first book of compulsory high school geography in the Humanities Edition to carry out empirical teaching with Guangxi Huanjiang as the subject of the problem situation,and to test and improve the study in the actual teaching process,in order to provide effective geography teaching reference for promoting the progression of integrated thinking of high school students.