High School Students' Geography "integrated Thinking" Evaluation Research

Since the introduction of geographical core literacy,more and more people have focused their attention on the study of geographical core qualities.At present,the domestic research on comprehensive thinking literacy mainly focuses on qualitative research and lacks quantitative research.This paper combines the three dimensions of SOLO evaluation theory and geography “comprehensive thinking” literacy,designing scales and test papers for geography “comprehensive thinking”.Through the recovery and statistics of test volume data,the geography of high school students is analyzed from the perspective of quantitative analysis.What is the level of "comprehensive thinking" to evaluate;to evaluate the current status of students in the different dimensions of comprehensive thinking literacy.This will help us understand the current situation of high school students' geography "comprehensive thinking" and provide data-based argumentation for further study of geographical comprehensive thinking.The introduction part of the paper briefly expounds the topic selection background,the purpose and significance of the research.Also described the research content,research methods and technical route.Through reviewing and combing a large amount of literature,it summarizes the research status at home and abroad and lays the foundation for the writing of the paper.The second part defines and explains the concepts and theories involved in the paper.First of all,it defines the concept of “comprehensive thinking” in comprehensive thinking and core qualities,and then describes the source and main content of the SOLO classification evaluation theory,which will pave the way for subsequent research.The third part and the fourth part elaborate on the integration of the SOLO classification evaluation theory and the three dimensions of geographical comprehensive thinking literacy and construct a feasible framework for assessing senior students' geography “comprehensive thinking”;according to the evaluation criteria in the framework Test volume and test volume evaluation scale.The fifth part is the core part of the paper.This section describes the statistics and deductions of the collected test volumes,which evaluates and analyzes the students' current “comprehensive thinking” at the current stage on the whole,gender,and school,and summarizes the students' level of comprehensive thinking.The current characteristics of the different dimensions of thinking.The conclusion is that the high school students at the present stage are at a good level in geography “comprehensive thinking”;there are significant differences between the male and female students in the natural geographical part of the test paper,and the girls perform better than the boys;the key schools in the city and the key schools in the district There are also differences between students in physical geography and human geography.The city's key students perform better in physical geography than their key students,while the key students in the district perform better in the human geography than the key students in the city.All the students showed in the element dimension: the elements involved in natural geography are consistent with the materials given by the topic,and the humanities are more likely to be involved in transportation,cities,and population elements;the same problems exist in the space-time dimension,which is easier to ignore Change in time.In the local dimension,students are more likely to relate to natural causes in the topics related to human geography and it is easy to overlook possible human causes in natural geographical topics.The sixth part of the thesis summarizes the full text of the research and the main results,that points out the problems and deficiencies in the study.The main innovation of this paper is the quantitative analysis of comprehensive thinking literacy.It combines the SOLO classification theory with the element dimension of integrated thinking literacy,the space-time dimension and the local dimension,and formulates a framework for the evaluation of geographical “integrated thinking” and Based on this framework,test volumes and evaluation scales were prepared.Through an empirical study of students' tests,a quantitative study of "comprehensive thinking" is completed from the perspective of data analysis.The main disadvantage is that in addition to quantitative research,the part of qualitative research occupies less space and analysis is not deep enough and lacks theoretical support.This needs to be further studied in the future.