问题链驱动综合思维进阶的高中地理教学设计——以“秦岭生态保护”为例

Question-Chain-Driven Progressive Development of Integrated Thinking in Senior High School Geography Teaching Design—A Case Study of “Qinling Ecological Protection”

摘要: 综合思维是高中地理核心素养的重要组成部分，涵盖要素综合、时空综合与地方综合三个递进维度。当前教学中，问题链设计与综合思维三个维度的系统对应关系尚不清晰。秦岭兼具要素复杂性、时空过渡性与战略典型性三重属性，与综合思维三个维度形成对应，是承载三维培养的优质情境载体。本研究以秦岭生态保护为情境，设计“自然特征–人地关系–生态价值–防护措施”四阶递进问题链，提出主导维度和兼顾维度的螺旋融合设计思路，使综合思维三个维度随问题推进逐步交叉深化。同时构建与问题链对应的三级评价量表，落实“教–学–评”一致性。本研究为核心素养导向的高中地理教学设计提供了可借鉴的路径探索。

Abstract: Integrated thinking is a key component of core competencies in senior high school geography, encompassing three progressively structured dimensions: element synthesis, spatiotemporal synthesis, and regional synthesis. In current teaching practice, the systematic alignment between question chain design and these three dimensions remains unclear. The Qinling Mountains, characterized by element complexity, spatiotemporal transitivity, and strategic typicality, correspond systematically to the three dimensions of integrated thinking, making it an ideal contextual carrier for three-dimensional competency cultivation. Taking Qinling ecological protection as the instructional context, this study designs a four-stage progressive question chain structured as “natural features - human-land relationships - ecological value - protective measures”, and proposes a spiral integration design framework of dominant dimension and complementary dimension, enabling the three dimensions of integrated thinking to intersect and deepen progressively as questions advance. A three-level evaluation rubric aligned with the question chain is also constructed to ensure consistency among teaching, learning, and assessment. This study offers a replicable and exploratory path for core competency-oriented senior high school geography teaching design.