培养学生的批判性思维能力是国际教育界已达成的共识~([1])。近30年来,美国、英国等西方国家都积极将批判性思维融入教学当中,究其原因是批判性思维在教学中具有独特的价值,包括:有利于发展学生的创新精神和创新能力;有利于提高学生对知识的选择、理解、消化和评价能力,以及消除迷信和盲信~([2])。然而,在实际教学中,批判性思维的培养却暴露出了一系列问题,亟须加以重视。一、地理教学中批判性思维培养存在的问题从教学过程与学习策略看,可将问题归结为三个方 The cultivation of students’ critical thinking skills is a consensus reached by the international education community ([1]). In the past 30 years, Western countries such as the United States and Britain have actively integrated their critical thinking into teaching. The reason is that critical thinking has unique values ​​in teaching, including: it is conducive to developing students’ innovative spirit and ability to innovate; Improve students’ choice of knowledge, understanding, digestion and evaluation skills, as well as the elimination of superstition and blind faith. ([2]). However, in the actual teaching, the training of critical thinking exposes a series of problems that need urgent attention. First, the problems of training critical thinking in geography teaching From the teaching process and learning strategies, the problem can be attributed to three parties