Cultivation Strategies Of Comprehensive Geographical Thinking Literacy Of Senior High School Students Based On Problem-based Teaching

The education system of the core literacy of geography is proposed in the "General High School Geography Curriculum Standard(2017 Edition)".Among them,comprehensive thinking is one of the four core literacy of geography and the most basic way of thinking of geography.At present,how to cultivate and improve students’ comprehensive thinking quality of geography has become a hot topic of geography.The new curriculum standard points out that we should pay attention to problem-based teaching,teachers should focus on the "problem",highlight the relevance between the teaching content,so that students can experience the development process of geographical thinking in the process of solving problems.Therefore,this paper uses problem-based teaching method to cultivate students’ comprehensive thinking quality of geography,which has profound practical significance.This article mainly uses the questionnaire survey method to conduct an in-depth analysis of the students’ comprehensive thinking literacy in geography,and summarize the problems existing in the comprehensive thinking literacy of high school students:The different development of students’ comprehensive thinking dimensionality in geography leads to defects in their comprehensive thinking literacy in geography.They are not organized and systematic in analyzing geography problems.Due to their lack of ability,students are unwilling to participate in problem-based classroom activities,and their participation in geography classroom activities is not good.Through the way of teacher interview,this paper analyzes the current situation of teachers using problem-based teaching to cultivate students’ comprehensive thinking,and summarizes the following problems when high school geography teachers use problem-based teaching to cultivate students’ comprehensive thinking literacy: The design of problem-based teaching activities lacks relevance,gradient and inquiry;lack of guidance for the development of problem-based teaching activities;lack of diversity in the evaluation of students’ problem-based classroom performance.In view of the above problems,this paper puts forward the corresponding optimization strategies: Students:understand the characteristics of the subject,establish a sense of geographical comprehensive thinking;grasp the basic knowledge,enhance the ability of geographical comprehensive thinking;participate in classroom activities,improve the quality of geographical comprehensive thinking.As for teachers,they should pay attention to the design of question chain according to the thinking direction,systematically cultivate geographical comprehensive thinking by asking and guiding learning,and pay attention to the evaluation of thinking structure by adopting a variety of evaluation methods.Combined with the proposed teaching strategy,the experimental research method is used to verify it.First of all,according to the students’ pre-test results,select two classes as the control class,using the traditional teaching method to cultivate students’ comprehensive thinking quality of geography;select two classes as the experimental class,using the problem-based teaching method to cultivate students’ comprehensive thinking quality of geography.At the end of the three-month experiment,the results of the students’ post-test were analyzed and compared to verify the effectiveness of problem-based teaching in high school geography to cultivate students’ comprehensive thinking quality of geography.