由于现在地理课程改革的深化对学生的思维能力提出了更高的要求，然而当前的教学实践中，学生对地理知识的吸收和表达缺乏良好的结构，通常是无序的、碎片的、混乱的。因此地理结构化思维能力的培养已经成为众多教师持续研究的方向，对于高中地理结构化思维进行深入的探究能够切实地帮助一线教师提高教学的有效性，让学生能够迅速的打造起系统化，结构化的思维，提高学习的地理的能力。

本文通过研读前人的研究，对地理结构化思维的定义以及展现形式进行阐述，进而结合现行的高中地理课标、教材进行教学方式和知识点结构方面的分析，由系统以及整体的视角对必修模块的内容进行解读。通过出各个知识点所具有的关联，结合高中地理知识的基本框架，以期构建结构清晰的地理课堂，提高教学效率。

通过问卷调查，个案访谈以及课堂观察法等，对当前高中地理课堂中结构化思维的运用情况实施进行深入研究。在调查中发现，大部分教学过程的实施存在有如下几点问题，首先就是教师和学生在上课之前，未能明确预习的任务和方向；其次是教师上课时，缺乏利用课堂笔记进行思维的引导；在教学过程和课后练习中对问题没有进行设计引领；对整体知识没有强化思维连接。

针对调查研究发现的问题，本文提出了针对性的策略。通过布置指令清晰、目的明确的预习任务，通过板书和引导性的问题督促学生整理结构化的笔记，构建和强化知识点的结构性，帮助学生形成地理的结构化思维。同时巧妙设计板书，安排好随堂和课后的问题，进行强化思维，提高教学效果。

最后，本文运用上述的教学策略的进行了实际课例的设计，针对学生示范运用结构化思想，分析讲授示例，促进学生形成地理结构化思维。

Due to the gradual deepening of the reform of geography curriculum, and the fragmentation of students in learning geography knowledge is becoming more and more serious. The cultivation of structured thinking ability of geography has become the direction of continuous research for many teachers. The in-depth exploration of structured thinking in senior high school geography can effectively improve the effectiveness of teaching for relevant geography teachers, and enable students to quickly create systematic and structured thinking and improve the ability of learning geography.

In this paper, the definition of geographical structured thinking and the basic form of presentation, high school geography teaching materials to carry out macro and micro level analysis. From the perspective of the system and the whole, the content of the compulsory module is interpreted. In order to construct the basic framework of high school geography knowledge, we should find out the connection of each knowledge point.

This paper makes an in-depth investigation on the specific construction of geographical structured thinking in senior high school by questionnaire, interview and observation of class. First of all, the direction of preview task before class is not clear, the thinking guidance of class notes is lack, and the problem structure is lack of enough guidance. The whole knowledge content lacks of strengthening connection.

For the above problems, the use of very clear arrangements for the direction of preview, pay attention to the thinking lead notes. Improve the problem structure, strengthen the presentation of blackboard writing, use teaching strategies to promote the construction of students' geographical structured thinking. Combined with the analysis of teaching strategies, the specific presentation of structured thinking in different learning stages is given.

In the end, the paper made an example of how to give a well-structured thinking lesson of geography.