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1、1In Geography Teaching thinking skills students attempt toAbstract: The thinking is the intellectual core of development. Degree of development of thinking ability, is a microcosm of the entire mental development and logo. Geographic disciplines thinking ability, not only depend on the geographic kn
2、owledge of the cognitive ability and spatial imagination, at the same time thinking ability also gives the geographical knowledge in the depth of understanding and creativity. Thinking abilities, depends on the wealth of knowledge as a basis, thinking in images are often associated with vivid visual
3、 perceptual knowledge in contact training in abstract thinking and rational knowledge, in turn is closely related to logical thinking, analysis, synthesis, induction, deduction, comparison, to determine reasoning abilities, are also necessary to integrate the various types of geographic knowledge to
4、 carry out. 2Keywords: geographic education; thinking abilities; the habit of thinking; thinking training Thinking is the intellectual core of development. Degree of development of thinking ability, is a microcosm of the entire mental development and logo. Geographic disciplines thinking ability, no
5、t only depend on the geographic knowledge of the cognitive ability and spatial imagination, at the same time thinking ability also gives the geographical knowledge in the depth of understanding and creativity. So that a more thorough understanding of knowledge and grasp more solid, more flexible app
6、lications. In Geography Teaching perceptual knowledge to rational 3knowledge on the basis of the formation to be thinking through a variety of activities, I am teaching the following points to guide the students. 1, Question, Clever solutions, from the mindset Geography of things and phenomena that
7、exist in space is extremely broad geographic knowledge of the natural and social elements involved in an extremely broad, and its various disciplines, with the production and life linked and extremely broad, so the causal relationship between knowledge, primary and secondary relationships, including
8、 the relationship between , side by side relationship and 4principles and facts, concepts and applications, causes and factors, sports and law, distribution and contact, change and identity, system and structure, image and interpretation are all design problems can be thought. According to the devel
9、opment process of thinking, combined with detailed knowledge of the content, analysis and synthesis, abstraction and generalization, comparison and classification, as well as systematic and concrete and so on to design innovative and flexible thinking. Question should be already in the possession of
10、 the knowledge-based, but do not repeat the students have seen the subject so that students feel that there may be examined in place, so as to make them interested in serious thought. Train students to think from different perspectives, rather than rigidly adhere to a model, or has become accustomed
11、 to the set. To encourage innovation, daring to break the mindset, often think about the problem from another angle. 5I tried to put forward some ideas, or Xia Xiang reverse the problem of speculation. (1) If the orientation of the Earths rotation from west to east but on the contrary, then there wi
12、ll be a world what a natural phenomenon? (Or prompt distribution of climate types, what changed?) (2) If the topography of our country is not from west to east, but east west low-or high-other circumstances, would imagine our climate, rivers, etc. What is affected? (3) If the mountains of western Yu
13、nnan, north-south rather than east-west, it will have any effect on the climate? These issues aimed at active thinking, inspired guidance to students from a different angle and even in the opposite direction to think about the problem. Geographic knowledge of the sudden change in weather, climate an
14、omalies, topography inversion, cultural phenomena of the factors, and so sudden, often have to break the mindset to think about the problem. There are usually special, must from time to time by chance, often outside the exception, asked the question whether the plurality help thinking of the student
15、s active and expanding. 6Second, do everything possible and use thinking skills The link between geographic knowledge is multifaceted, there are vertical linkages, such as the time of the ancient times to now, the level of space between the distance between the starting point and end point, upstream
16、 and downstream, often reflecting the geography of development and changes of things and phenomena; There are also horizontal linkages, such as geographical things, the interaction between the effects of interaction, mutual constraints, inter-regional, urban and rural linkages between exchanges of different natural phenomena or human phenomena penetration integration; are, in addition to the contact, reflecting the geography of things a multi-level , 7multi-angle
