Research On Evaluation Of Geographical Core Literacy Cultivation Based On SOLO Theory

The real proposal of the geographical core literacy has provided the impetus for deepening the geography curriculum reform and has continuously promoted the further improvement of the geography classroom teaching.The cultivation of geographical core literacy needs to pay attention to the development of thinking in the process of students'geography learning.Therefore,carrying out the evaluation of thinking structure is an important way to promote the formation of students' geographical core quality.Based on the background of international education reform,domestic curriculum reform and classroom teaching evaluation,combined with the analysis of the research status of the SOLO theory and core literacy evaluation at home and abroad,the author puts forward the theoretical and practical significance of the research on the evaluation of geographical core literacy based on the SOLO theory.This paper mainly has used the methods of literature research,expert consultation and classroom observation to deeply interpret the five levels of the four core elements of geographical core literacy:pre-structural,uni-structural,multi-structural,relational,extended abstract,and an evaluation scale of the cultivation of geographical core literacy based on SOLO theory for high school students was constructed.Then using this evaluation scale to evaluate the selected 8 sections of the classroom observation,and record the teaching fragments that highlight the cultivation of geographical core literacy.The following problems are revealed in the current cultivation of geographical core literacy in high schools:the penetration of the concept of coordination between people and the nature is insufficient and the interactive generation is lacking;the level of the comprehensive thinking is single and the integration of resources is weak;the awareness of the regional awareness is unsubstantial and the case is worth discussing;the development of the geographical practice is deficient and action is replaced by cognition.For this reason,the author attempts to propose the corresponding optimization strategies from the two aspects of classroom teaching and geographical core literacy:First,we should obey the students'cognitive developing rules and pay attention to the advanced teaching;satisfy different students' learning needs and implement hierarchical teaching;grasp the dialectical unity of teaching and learning and achieve effective teaching.Secondly,we should strengthen interactive communication to deepen the concept of coordination between people and the nature;integrate the curriculum resources to improve the comprehensive thinking;screen regional cases to enhance the regional awareness;focus on the ability of action to make up for the geographical practice.This paper is divided into six parts:The first part is the introduction.Mainly through consulting and reviewing the relative literature,the author discusses the background and significance of this study,the status of the research at home and abroad,and then puts forward the research objectives and contents,research methods and routes,as well as the characteristics and innovation of the research.The second part is theoretical analysis.It defines several basic concepts,such as teaching objectives and three dimensional objectives,literacy and geographical core literacy,evaluation and geographical core literacy evaluation,and elaborates the theoretical basis of the research,including geography teaching theory,cognitive-developmental theory,constructivism theory,multiple intelligences theory and SOLO taxonomy theory.The third part is the construction of an evaluation scale for the classroom observation.Based on the requirements of the high school geography curriculum standards and SOLO theory,in accordance with the targeted,geographical,developmental,systematic and scientific principles,and then by expert consultation to formulate the evaluation scale system of the cultivation of geographical core literacy based on SOLO theory for high school students,it includes the definition of evaluation index,the division of level scale and the statement of use of the scale.The fourth part is the evaluation of the status quo of geographical core literacy cultivation.It mainly selects 8 classroom records from the compulsory version of the senior high school geography curriculum published by the People's Education Press,and uses the evaluation scale system constructed in Chapter 3 to evaluate the current situation of high school students' geographical core literacy training.Through the longitudinal and horizontal analysis of the evaluation results,the main problems of the current high school geographical core literacy cultivation are revealed.The fifth part is the proposal of the optimization strategy.According to the problems found in the current status evaluation in Chapter 5,from the two aspects of classroom teaching and geographical core literacy,the author puts forward the optimization suggestions and improvement strategies to effectively enhance the cultivation of geographical core literacy.The sixth part is the summary and prospect.The basic conclusions of this paper are summarized,the shortcomings of the research are analyzed,and the future research prospects are prospected.Under the guidance of SOLO theory and with the geography classroom records as a carrier,this research is a new attempt to evaluate the status quo of high school students'geographical core literacy training.The purpose is to enrich the evaluation of the geographical core literacy training of senior high school students in terms of theory,and promote the development of geography teachers' classroom teaching ability in practice,so as to provide some reference value and reference significance for the training of geographical core literacy.