The Application of Thinking Modeling in Micro-Thematic Review Lessons for College Entrance Examination Geography: Taking "Analysis of Agricultural Location Factors" as an Example

DOI: https://doi.org/10.62517/jnse.202617402

Author(s)

Jun Ding

Affiliation(s)

The High School Affiliated to Northwestern Polytechnical University, Xi'an, Shaanxi, China

Abstract

Under the guidance of the new curriculum concepts, in the micro-thematic review lessons for the new college entrance examination geography, grounding the core competency of "comprehensive thinking" is essential, and thinking modeling is one of the effective approaches to achieve this goal. To maximize the effectiveness of exam preparation, this paper employs the research method of using phased summaries to assist in the construction of thinking frameworks. It studies the application of thinking modeling in the micro-thematic review lesson on "Analysis of Agricultural Location Factors" for the college entrance examination geography. That is, it involves the process of using thinking modeling to refine and manage "agricultural location factors," allowing the core competency of comprehensive thinking to be effectively presented in classroom teaching. This serves as an innovative approach to conducting thinking training in the classroom and holds typical demonstrative significance.

Keywords

Thinking Modeling; College Entrance Examination Geography; Micro-Thematic Lessons; Review Lessons; Agricultural Location

References

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