Research On The Comprehensive Thinking Evaluation Of Key Competences Training In High School Geography

Since entering the new era,our country has kept abreast of contemporary international socio-economic development and education mechanism reform,comprehensively deepening and implementing a new round of curriculum reform.In 2017,the Ministry of Education revised and promulgated the Standards for General High School Geography Curriculum(2017 Edition)to determine the core connotation of high school geography including four aspects—human-land coordination,comprehensive thinking,regional cognition,and geographic practical ability aimed to implement the fundamental task of "Morality Education" and guided by the concept of "Chinese Students' Development Key competences".At this point,China's high school geography curriculum reform and teaching research has officially entered the era of key competences.In this era,it is of profound theoretical and practical significance to conduct in-depth research on"comprehensive thinking evaluation based on the training of key competences in high school geography."Based on the era background of the new round of high school geography curriculum reform,this thesis starts from the domestic and foreign research literature on key competences training and high school geography comprehensive thinking evaluation,and establishes the research goals and research ideas of this paper.By reviewing the literature,the theoretical framework of this study is clarified.On the basis of review the current research status at home and abroad,and establishing a theoretical framework for research,based on the theoretical guidance of Geography Theory of Curriculum and Instruction,System Science Theory,"Mastery Learning" Teaching Theory and Constructivism,an empirical study based on questionnaires and interviews is conducted on the current status of high school geography comprehensive thinking to explore the problems existing in the process of comprehensive thinking evaluation.Furthermore,comprehensive thinking evaluation is proposed to motivate students' comprehensive thinking quality development,feedback students' comprehensive thinking level and adjust comprehensive thinking teaching goal setting and teaching process implementation.It should adhere to the standard of general high school curriculum standards,highlight the dominant position of students,and promote sustainable development of students as well as following the principle of holism.And it adopts a higher position of thought to deepen subjective understanding,carrying out comprehensive thinking evaluation in a timely manner and implementing evaluation practice,and advocates multiple evaluation subjects and highlights of self-evaluation.Innovating evaluation method and reforming evaluation mechanism are also needed.All-around evaluation of comprehensive thinking and comprehensive evaluation strategy of thinking structure evaluation is emphasized,which is in order to explore the comprehensive thinking ideas and concepts of high school geography in the context of key competences.The theoretical framework of this paper is clarified through the collation of the literature.On the basis of clarifying the current status of research at home and abroad and establishing a theoretical framework for the study,the paper conducts an empirical study based on questionnaires and interviews on the current status of comprehensive thinking in high school geography and puts forward the purpose of the comprehensive evaluation strategy,the principles to be followed,and the issues that should be paid attention to in the process of comprehensive thinking evaluation to explore the thinking and concepts of high school geographical comprehensive evaluation in the context of key competences.This article consists of the following five parts:Part ?:Introduction.By collecting and collating relevant literature on "key competences" and"comprehensive thinking evaluation",the research topics of this article were determined,the research background and research significance were clarified.By analyzing the current research status at home and abroad,the research goals,research contents,research ideas and research methods of this paper are determined.Part ?:Theoretical Overview.On the one hand,the concepts of key competences,key competences of geography,comprehensive thinking evaluation,and comprehensive thinking structure are defined.On the other hand,the theoretical basis of this research is clarified,mainly including system science theory and Bloom's "mastery learning" teaching theory and constructivist theory.Part ?:A review of the current situation of comprehensive thinking evaluation in the context of key competences in high school.Based on the theoretical support in the second part,a questionnaire and interview survey are conducted on the current status of comprehensive thinking evaluation of geography in senior high schools.Combining geography teaching practice and classroom observation,the status and problems of comprehensive thinking evaluation are clarified.Part ?:The exploration of comprehensive thinking evaluation based on the key competences cultivation of high school geography.Based on the discussion of the current status of comprehensive thinking evaluation in the third part,the purpose,principles,and evaluation methods and strategies of high school geographical comprehensive thinking evaluation under the background of key competences training are put forward,and supplemented by teaching evaluation practice cases for supporting evidence.Part V:Conclusion.Summarize the full text,briefly conclude the main conclusions of the refining research,analyze the problems existing in the research process,and look into the future prospects.