Research On Teaching Strategies Of High School Geographical Spatial Pattern And Process Thinkin

Pattern influences the process and process changes the pattern.Geographical spatial pattern and process thinking are important approaches and methods of integrated geography research.In addition,the infiltration of Geographic spatial pattern and process thinking in geography teaching is helpful to cultivate students’ core accomplishment of geography.The situation of Geographic spatial pattern and process thinking in high school geography teaching is directly related to whether students can use space-region thinking and perspective to understand geographic region,and whether they can use factors connection,space-time coupling,local synthesis and other thinking to analyze and solve geographic problems.Therefore,"What is Geographic spatial pattern and process thinking?" "Teaching strategies of Geographic spatial pattern and process thinking" and other issues are research topics with geographical characteristics and geographical significance.Firstly,this paper adopts the literature analysis method,through the literature combing of landscape ecology,geography,education and teaching,and strives to clarify the Geographic spatial pattern and process thinking of high schools.Secondly,the present situation of Geographic spatial pattern and process thinking in high school geography teaching is analyzed through the object analysis method.Furthermore,Geographic spatial pattern and process thinking of high school were used to integrate the content of compulsory I and compulsory Ⅱ textbook of PEP 2019 edition to determine the geography teaching content.Based on this,this paper adopts literature analysis method to explore the teaching strategy of Geographic spatial pattern and process thinking in high school,and evaluates it with the control experiment method.The conclusions from the study are as follows:(1)It constructs the high school Geographic spatial pattern and process thinking,including the connotation expression and cognitive process of high school Geographic spatial pattern and process thinking.Firstly,on the basis of summarizing the previous research experiences on spatial pattern and process thinking,combining the research ideas of "pattern-process-mechanism" proposed by scholars such as Song Chang qing and Fu Bo jie,this paper discusses the connotation and expression of Geographic spatial pattern and process thinking from the three dimensions of spatial pattern,geographical process and geographical mechanism.The composition of the three dimensions,the implied core accomplishment of geography and its position in the pattern of geographic space and process thinking are expounded respectively.Secondly,combining with the learning progression theory,this paper clarifies the cognitive progression process of Geographic spatial pattern and process thinking from the train of thought of "spatial division,spatial cognition,spatial evolution,spatial explanation,spatial optimization".(2)The present situation of Geographic spatial pattern and process thinking in physical geography teaching and human geography teaching in senior high school is analyzed respectively from the perspective of teachers’ teaching and students’ learning.Geographical spatial pattern and process of thinking in the teaching of physical geography situation:teachers for the spatial pattern of teaching attention degree is not high,geography thinking logic chain of geographic spatial pattern and process is not obvious,auxiliary understand geographic spatial pattern and teaching method in the process of a single,blackboard writing design cannot reflect the relationship between the geographic patterns and processes;The students’ thinking of spatial pattern and process is separated and the thinking of spatial interaction is lack.The present situation of Geographic spatial pattern and process thinking in human geography teaching:the teaching process of teachers’ spatial pattern change is lack,and the teaching content involving man-land interaction is less;Students have insufficient cognition of geographic mechanism and lack of visualization means of geographic spatial pattern and process.(3)In view of the existing problems,this paper puts forward the teaching strategies of Geographic spatial pattern and process thinking in high school.First of all,according to the high school Geographic spatial pattern and process thinking,the content of the 2019 edition of PEP’s required Ⅰ and required Ⅱ review is sorted out and integrated,so as to determine the specific teaching content that permeates the high school Geographic spatial pattern and process thinking.Secondly,based on the high school Geographic spatial pattern and process thinking,the general teaching strategies of high school Geographic spatial pattern and process thinking are proposed from the perspectives of geographical knowledge,geographical methods and abilities,geographical character and concepts:Concise the core concepts of geography and construct the knowledge system of Geographic spatial pattern and process;Use the geography problem chain teaching,permeate the geography space pattern and the process thinking;Integrate the geography thought and method,cultivate the geography discipline core accomplishment.Secondly,according to the cognitive process of the high school Geographic spatial pattern and process thinking,specific implementation strategies are proposed.For "perceiving Geographic spatial space from the perspective of scale",strategies are proposed from three aspects:dividing scale space,grasping scale correlation and analyzing scale effect.The strategy of "diagnosing spatial pattern from the perspective of region" is put forward from three aspects:determining regional spatial position,analyzing regional spatial pattern and summarizing regional spatial order.The strategy of "exploring the geographical process from the dynamic perspective" is put forward from three aspects:perceiving the change process,analyzing the characteristics of the change and predicting the trend of the change.The strategy of "analyzing geographical mechanism from a comprehensive perspective"is put forward from two aspects of clarifying the interaction of elements and analyzing the interaction of space.The strategy of "optimizing spatial pattern from the perspective of human-land interaction" is put forward from two aspects:evaluating regional geographical effect and optimizing regional spatial pattern.(4)The feasibility and effect of the teaching strategy based on Geographic spatial pattern and process thinking in senior high schools were evaluated.It was found that the teaching strategy based on Geographic spatial pattern and process thinking in senior high schools could effectively enhance the attraction of geography class and students’ interest in geography learning.Deepen the understanding of geographic spatial pattern and process thinking,and apply it in the process of geography learning;Effectively improving students’ ability to solve geographical problems,especially the ability to apply geographical ideas and methods,is also helpful to cultivate students’core literacy of geography.