Study On Evaluation Of Geographical Comprehensive Thinking Of High School Students

With the development of the times,the state have proposed to take “Lide people”as the fundamental goal of education.In order to implement this goal,the Ministry of Education condensed the four core literacy of geography,among which comprehensive thinking was put forward as the key thinking of geography.Most scholars are committed to the study of improved measures for the ability of comprehensive geographical thinking,and there are few studies on the evaluation of comprehensive thinking.It is undeniable that cultivating the comprehensive thinking of geography is the embodiment of the educating value of the geography subject.Both geographers and teachers should pay attention to its training measures.However,what is the current status of students' comprehensive geographical thinking,and whether the applied training measures are effective,they must be measured with certain evaluation tools.It can be seen that the evaluation research on geographical comprehensive thinking has guiding significance for its cultivation.This study uses the SOLO classification evaluation theory to level the geographical comprehensive thinking level to form a comprehensive geographical thinking evaluation scale;and through questionnaire surveys and statistical analysis methods to measure the geographical comprehensive thinking ability of some high school students in W City,the measurement results The qualitative and quantitative analysis is made from four perspectives of different levels,gender,school and grade,and the following conclusions are drawn: First,students' overall geography comprehensive thinking level is low,of which the spatio-temporal comprehensive level is the worst;second,the comprehensive analysis ability of geographical elements for girls is stronger than that for boys,and the difference in other levels is small;The comprehensive difference in time and space is obvious;fourth,the overall comprehensive thinking of senior three students is significantly improved,and the senior two is higher and the one is not significantly improved.Combining the internship experience and the feedback of students' measurement results,it is believed that the above-mentioned problems are mainly caused by teachers and students.On the one hand,teachers have a shallow understanding of comprehensive thinking,which leads to improper teaching strategies,mainly manifested in: first,the lackof relevance and hierarchy in the presentation of geographical elements;second,the awareness of the combination of space and time depends on the situation and lacks mobility;third,The local comprehensive intention is hidden in the case and lacks purpose.On the other hand,students' basic knowledge of geography is weak and lack of comprehensible learning.The main performances are as follows: first,the students' generalization ability is insufficient;second,the students' personal efforts are not enough.Therefore.The following teaching suggestions are proposed: first,guided by comprehensive thinking,creating progressive problem chain;second,clarify the relationship between elements and learn to draw a mind map;third,enhance the awareness of time and space conversion and guide students to migrate;fourth,the division of regional levels and teaching around the theme;fifth,the use of the growth record bag method to supervise the development of thinking level.