| Learning is essentially a kind of thinking activity,and thinking is the prerequisite for effective learning to take place.Under the background of education in the new era,the improvement and development of thinking ability is an important practical path for talent cultivation,the secondary tourism professional course "Chinese tourism geography" involves a wide range of knowledge system,the teacher will "fragmented knowledge" directly to the students,not only is it difficult to explain the fragmented and complicated knowledge systematically clear but also ignore the development of students’ thinking As a result,students have difficulty in memorizing the knowledge they have learned,their thinking is confused,and the learning effect is poor.The application of visualization tools can help teachers to teach students the complicated and fragmented knowledge in a systematic way,deepen students’ understanding and internalization of knowledge,promote knowledge transfer,enhance learning effectiveness,and expand thinking ability.Based on brain science theory,constructivist learning theory,cognitive load theory and other theoretical systems,this study investigates and interviews students and teachers in HY secondary schools in Zhejiang Province to understand the current learning status of secondary students and the current teaching status of teachers and analyze the existing problems,and discusses the application design of thinking visualization in the teaching of Chinese Tourism Geography in secondary schools based on the study of theory and status.Based on the theoretical and current situation,we explore the design of the application of visualization in the teaching of Chinese Tourism Geography at secondary level,select two types of lessons,new lectures and review lessons,and carry out specific teaching experiments.The results of the study show that,compared with the traditional teaching mode,the teaching application of thinking visualization tools in the middle-level "Chinese Tourism Geography" classroom can strengthen students’ learning effect,enhance students’ classroom participation,stimulate students’ learning interest,and expand students’ independent thinking ability and cooperative thinking ability,and finally summarize the experience and shortcomings of this study to provide reference for other front-line educators Finally,we will summarize the experiences and shortcomings of this study,and provide other front-line educators with a reference and direction to explore. |
