Research On The Teaching Strategy Of "Problem Research" Column Based On The Cultivation Of Higher Order Thinking

In the information,digital,intelligent era,the update of information technology brings opportunities,but also raises the requirements of talent training.High order thinking ability is the key ability to adapt to the development of knowledge age and embodies the new requirements of talent quality.Therefore,higher order thinking has always been one of the hot spots in the research at home and abroad.In recent years,with the proposal of core literacy,many researches integrate the core literacy of disciplines with higher-order thinking,which promotes the research on higher-order thinking into a climax.And the cultivation of advanced thinking should be linked to the current curriculum content,rather than setting up a special course.The column of "Problem Research" in the high school geography textbooks of the human education edition is highly consistent with the needs of the cultivation of higher order thinking,and is an important carrier of the cultivation of higher order thinking,which is conducive to the combination of the cultivation of higher order thinking with geography class.Therefore,it is of certain theoretical and practical significance to explore the teaching strategy of "Problem research" column based on the cultivation of higher-order thinking.The purpose of this study is to investigate the current situation of the "problem research" column in the senior high school geography textbooks of the humanistic edition and the attitudes and opinions of geography teachers on the use of "Problem research" column to train students’ advanced thinking,and to point out the existing problems.According to the survey results,general teaching strategies based on the column of "problem research" and specific teaching suggestions of various types of "problem research" are put forward.It provides some reference and help for teachers to cultivate students’ advanced thinking effectively in geography class.The study is divided into the following parts:The first part explains related concepts and theories involved in the research based on literature,and demonstrates the feasibility of "Problem research" column to cultivate higher-order thinking,including the content of Chapter 1 and Chapter 2.On the basis of understanding the conceptual connotation of "higher order thinking","higher order thinking in geography" and "Problem research" column,relevant theories are proposed,including constructivism theory,Bloom’s cognitive domain target classification theory,deep learning theory and the zone of proximal development theory to provide theoretical basis for this study.Then,based on the characteristics of advanced learning activities and the features of "Problem research" column,this paper demonstrates the feasibility of "Problem research" column to cultivate higher order thinking.Based on the connotation of higher order thinking,this paper classifies "Problem research" column into imagination type,decision type,speculative type and problem solving type.The second part investigates the actual development of "Problem research" column as well as teachers’ attitudes and views on using this column to cultivate higher-order thinking,namely Chapter Three.According to the survey,it is concluded that teachers recognize the teaching value of "problem research" but the actual implementation is limited.Teachers consciously cultivate students’ higher order thinking but have not found effective methods;Teachers recognize the role of "Problem research" column in cultivating students’ advanced thinking.The third part,based on the survey results,puts forward the teaching strategies and cases of cultivating higher-order thinking based on the column of "problem research",namely Chapter 4 and Chapter 5.The teaching principle of "problem research" cultivating higher order thinking: advanced principle;Principle of subject activity;Principle of interaction and cooperation.The teaching path of "problem research" to cultivate higher order thinking: create problem situation and activate thinking activity;Build high-level goals and guide the direction of learning;Set up question chain and provide inquiry support;Organize high-level activities to promote thinking development;Carry out multiple evaluation to improve learning motivation.According to the characteristics of each type of "problem research",specific teaching implementation suggestions are put forward.Combined with the proposed teaching strategies,design teaching cases.The fourth part,summary and prospect,namely the sixth chapter.This chapter summarizes the research results,analyzes the research limitations,and puts forward the future research direction.