一、加强激疑引思,促进学生思维。传统的地理教学注重知识的记忆和学生被动的理解,学生缺乏主动的思考和积极的探索,教师只死盯课本和知识点,地理知识多半是注入式的单向传递,学生思维时间少,思维量小,且缺乏对知识的重组转换的思考,这不利于教学活动最佳状态的呈现和教学效益的提高,也不利于学生思维能力的锻炼和培养。考试说明显然已给传统教学敲响了警钟,靠感觉、知觉、记忆和简单的理解已无法解决“以学生所学的各学科知识内容作为载体或背景,或是在提供新情境的条件下”提出的问题。因此地理教学中应在建立知识网络的基础上,以问题为中心,引导学生积极思维,掌握思维方法,发展思维能力。这是当前刻不容缓的任务,也是提高 First, strengthen skepticism and thinking, and promote student thinking. Traditional geography teaching focuses on the memory of knowledge and students’ passive understanding. Students lack active thinking and active exploration. Teachers only stare at textbooks and knowledge points. Geography knowledge is mostly injection-type one-way transmission. Students have less thinking time and thinking. Small quantity, and lack of thinking about the reorganization and transformation of knowledge, which is not conducive to the presentation of the best state of teaching activities and the improvement of teaching effectiveness, is also not conducive to the training and cultivation of students’ thinking ability. The examination instructions clearly sounded alarming for traditional teaching, and it was impossible to solve “using students’ knowledge of various disciplines as a carrier or background or under the conditions of providing new situations” by feelings, perceptions, memories, and simple understanding. proposed question. Therefore, geography teaching should be based on the establishment of a knowledge network, the problem-centered, guide students to actively think, master thinking methods, and develop thinking skills. This is an urgent task at the moment and it is also an improvement.