Lhasa City High School Geography Spatial Ability Research

An import component of one of the elements of geography capacity is geospatial ability. To some extent, it affects learners’geographic learning ability and geographic problems’solving skills. However, it is less for high school students’geospatial capabilities in the domestic, and it is almost zero for high school students’geospatial capabilities in Tibet. According to the study, Their geographic achievement is closely relates to the level of their geographical results of the high school students’ geospatial capabilities. Therefore, it is the subject of important research value studying the high school students’geospatial ability and exploring the areas of Tibet geographic teaching research,In this paper, the three secondary schools visited Lhasa, access to relevant information, the issuance of questionnaires, in-depth investigation of the status of Lhasa geospatial capabilities. Summarizing and analyzing the obtained data, we form a basic understanding of high school students’geospatial capacity status and problems in the Lhasa city, and put forward some ideas and suggestion how to train high school students’geospatial capabilities in Lhasa. The result of the researches is divided into five parts as following:The first part about the introduction mainly elaborates topics in accordance with the meaning and purpose of the research,and domestic and international geospatial capabilities researcher.The second part elaborates the basic theory of the geospatial ability. It includes concepts defined, the classification of geospatial ability, and domestic and international geographical curriculum standard for geospatial ability training requirements.The third part analyzes the status of the high school students’ geospatial capabilities, features, and high school students’geospatial capacity of differences in regional, gender, school, nation, students, etc in Lhasa Tibet, exploring the education statistical analysis method. At the same time we confirm that there is a close relationship between Lhasa geospatial capabilities and their geographical achievement. We analyze factors that are high school students’geospatial capabilities.The fourth part discusses the combination of the high school students’geospatial capacity-building strategy, and gives some recommendations in order to change insufficient attention to geospatial capabilities in Tibet’middle schools as soon as possible and the lower overall level of geospatial ability.