A Study On The Evaluation Of Geography Thinking Ability Of Senior High School Students

Geographic mental modeling capability assumes much importance for a better grasp of geography which deserves attention from all the first-tier teachers. At the meanwhile, the geographic mental modeling capability plays a salient role in solving the comprehensive problems of the geography in senior high school which portrays the process of science exploration. With the deepening reform of New Curriculum, the cultivation of basic mode of thinking and the ability to solve problems has gradually been placed highest on the priority list. Moreover, the traditional geographic evaluating system begins to show some disadvantages which bodes ill for the enhancement of educational reform, as a result of which, it is of paramount importance to establish a nascent evaluating system of geographic mental modeling capability, able to work beautifully with the trend of our era.Currently, the researches on geographic mental modeling are just some summaries of the class experience done by those on-job teachers, with the fact that the geographic mental modeling methods, more often than not, are combined with teaching planning and applied in the reviewing courses. Hence, the content and types of the geographic mental modeling as well as the status quo and the evaluation of mental modeling capability of students are like a blank slate. Accordingly, this paper clearly designates the identification of geographic mental capability, mental modeling as well as the geographic mental modeling capability, mainly based on the Theory of Constructivism, Metacognition Theory, Ternary Theory of Thinking and Learning Evaluation Theory and chiefly includes:(1) Based on the research on the evaluating theory and practice of geographic mental modeling capability, this paper points out the construction principle of indicator system for evaluation as well as the selected statistic, also gives a detailed description, analysis, measuring and calculation in order to establish a comprehensive evaluating frame.(2)The paper takes the examination papers for budgeted posts to evaluate the geographic mental modeling capability of students by means of the grading system, which, on the other hand, tests and measures the indicator system establish in this research for its authenticity and efficiency.(3) This paper gives a plenary analysis over the test results through studying the overall situation, knowledge modeling capability analysis, analysis of modeling capability for cognitional methods and problem-solving process and typical paper analysis in order to draw a conclusion about the levels of the geographic mental modeling capability of the high school students and the causing-problems.(4)Based on the aforementioned problems, this paper aims to render feasible recommendations to elevate the geographic mental modeling capability of high school students according to the real situation.So much is certain that shortcomings do exit in this paper such as the selection of the indicator and the testing paper for budgeted posts. In a nutshell, combining the theories with practice, the paper established an evaluating frame of geographic mental modeling capability and studied the test results based on real situation in order to throw an auspicious effect on the cultivation of the geographic mental modeling capability of high school students.