培养学生的综合思维能力体现了地理学科的育人价值，推进着课程改革。目前关于综合思维培养的研究，多根据综合思维的内涵和教学经验形成培养策略，而结合心理学相关理论的落地途径、策略实施效果评价等方面的研究还较少。借助有关理论提出综合思维培养策略，可以为培养综合思维提供新的思路，提高地理学教育教学质量。

      本研究结合林崇德教授的思维结构理论，采用行动研究法，探究培养综合思维的策略。根据思维结构理论，综合思维是一种思维品质，培养思维品质需以思维过程为基础，故本研究聚焦于思维过程，开展了两轮行动研究，并利用测试法和访谈法评价分析行动效果。在第一阶段行动研究中，针对学生基础知识薄弱且不成体系的问题，采用了制作思维导图的策略，从访谈中发现思维导图能够帮助学生完善知识体系、夯实基础知识，但学生难以将思维导图迁移运用于不同情境的问题解决上。由此在第二轮行动研究中，采用了构建思维模型的策略，从访谈中发现思维模型为学生解决不同情境下的同类问题提供了思路，但学生会出现记不住、用不对思维模型的情况。就测试结果来看，每轮行动研究后，学生的综合思维水平均有所发展。

       通过两轮行动研究，笔者结合理论与实践，归纳了“制作思维导图—构建思维模型”这一培养综合思维的策略，可为一线教师培养地理综合思维提供参考。 聚焦思维过程，采用“制作思维导图—构建思维模型”的策略培养学生综合思维是有效的。制作思维导图是对地理知识初步的加工编码与概括抽象，构建思维模型则是在前者的基础上进一步概括抽象，为知识的迁移应用奠定了基础。思维导图和思维模型均体现了综合性的思维。在教学实践中，可以先采用思维导图搭建知识体系，再构建思维模型以解决实际问题，以强化知识的概括抽象。同时，教师要充分发挥学生的自主性，让学生参与到思维导图和思维模型的构建中，强化学生对地理知识的理解与应用。

Developing comprehensive thinking embodies the educational value of geography discipline and pushes curriculum revolution. At present, most of the researches on comprehensive thinking training are based on the connotation of comprehensive thinking and teaching experience to form a training strategy, and only a few researches can be combined with theories related to psychology to propose landing-ways. Moreover, there is lack of evaluation of the effect of strategy implementation. Combined with the relevant theories, the comprehensive thinking training strategy can be provided with new ideas, improving the quality of geography education.

Based on Professor Lin Chongde's theory of thinking structure, this study uses the method of action research to explore strategies for cultivating comprehensive thinking. According to the theory of thinking structure, comprehensive thinking is a kind of thinking quality, and fostering thinking quality should be based on thinking process, so this study focuses on the thinking process, conducts two rounds of action research, and evaluates and analyzes the effect of action by testing and interviewing. In the first round, in view of the problems that the students’ basic knowledge is unsolidified and knowledge system is unperfect, the method of making thinking mind map is adopted, and it is found from the interview that thinking map can help students improve their knowledge system and strengthen their basic knowledge. However, students still have problems in applying the idea map to the solve problems in different situations. In the second round, in view of the problems in the previous round, the method of constructing thinking model is adopted, and it is found from the interview that thinking model can help students solve similar problems in different situations, but students have difficulty to remember and use thinking model. In terms of test results, after each round of action, the students' comprehensive thinking level developed.

Through two rounds of action research, combining theory and practice, the author has summarized the strategy of cultivating comprehensive thinking, which is “mind map making - thinking model constructing”, providing front-line teachers with reference to develop students’ geographical comprehensive thinking. Mind map making - thinking model constructing is an effective strategy to train students’ comprehensive thinking. Making a mind map is a preliminary processing coding and general abstraction of geographical knowledge, and constructing a thinking model is to further summarize the abstraction on the basis of the former, which lays the foundation for the knowledge migration and application. Both the mind map and the thinking model embody comprehensive thinking. In teaching practice, we can first build the knowledge system by using the mind map, and then construct the thinking model to solve the practical problems, so as to strengthen the generalization and abstraction of knowledge. Meanwhile, teachers should give full play to students' autonomy, let students participate in the construction of mind maps and thinking models, and strengthen students' understanding and application of geographical knowledge.