| Geospatial thinking is an essential competence for middle school students and an important component to the cultivation of geography key competencies.Geography textbooks are the main material for curriculum learning and an important carrier for infiltrating geospatial thinking.Moreover,questions can stimulate students' thinking,so studying the penetration of geospatial thinking in geography textbook questions helps to cultivate geospatial thinking on the basis of cognitive questions.Taxonomy is an effective method to test the penetration of geospatial thinking,but the domestic academic community has not yet concluded the classification of geospatial thinking.Therefore,it is of great research value to develop a geospatial thinking system to evaluate the penetration of geospatial thinking in geography textbook questions.The research process and conclusions are as follows:First of all,based on the existing research at home and abroad,combined with validity test,expert consultation and classification system revision,this paper constructs a localized classification system of geospatial thinking.It provides a strong analytical support for theoretical and practical researches such as the classification of geospatial thinking and geospatial thinking that analyzes the penetration of geography questions.Secondly,the new edition of Geography 2 textbook for the senior high school geography compulsory course in Shanghai Edition is selected as a sample,and the questions in the book are taken as the research object(214 questions in total),and the paper uses this classification system for coding analysis.On the basis of the coder's reliability test,the formal coding is carried out.According to the coding results,the frequency distribution of each item in each category is obtained,which is divided into textbook units and textbook columns,and the tendency and difference of geographical textbook questions between units and columns in infiltration of geospatial thinking are evaluated.The correlation and difference are compared by Pearson's Chi-Square test,Fisher's Exact test,post hoc testing and percentage.By comparing textbook units,the questions of each unit have the following characteristics:(1)The question of each unit focuses on the geospatial integrated concept,but there are significant differences in the categories of each unit.The “Regional Development Strategy” module does not tend to examine non-spatial concepts;the “Environmental Issues and Sustainable Development” module tends to examine non-spatial concepts,and does not tend to examine comprehensive geospatial concepts,and the differences have statistical significance.(2)There are different types of geospatial reasoning processes involved in different units,and there are significant differences in “industrial location selection” units.The “industrial location selection” unit does not tend to examine the “ processing” reasoning process,but tends to examine the “output” reasoning process,and the difference is statistically significant.(3)The geospatial representation tools of each unit are different,and verbal representation and traditional geographical representation are dominant.The “population” unit tends to examine traditional geographical representations;the “urban and rural” unit does not tend to examine verbal representations,tends to examine real geographical representations and virtual representations;the “industrial location selection” unit tends to examine verbal representations,and the difference is statistically significant.By comparing the columns,the questions in each column have the following characteristics:(4)Textbook questions in different columns tend to examine the geospatial integrated concept,and there is no significant difference in specific examination categories.(5)Textbook questions in different columns tend to examine the high-level geospatial reasoning process,and there is no significant difference in specific examination categories.(6)Textbook questions in different columns tend to examine different geospatial representation tools,and there are significant differences in specific examination categories.The “Question Guidance” column has more questions without considering geospatial representation,and it has fewer questions when examining traditional geographic representation.The “Exploration” column tends to examine verbal representations.The “Activity” column tends to examine traditional geographic representations.The “Theme Practice” column has fewer questions without considering geospatial representation,and tends to examine traditional geographic representation.The “Review Thinking” column has more questions without considering geospatial representation.The “Practical Activities” column tends to examine the new geographic representations,and the differences are statistically significant.Finally,based on the geospatial thinking classification system,a teaching model with the aid of problem teaching to assist the cultivation of geospatial thinking is developed,and teaching examples are provided.Under the background of grasping the penetration of textbook questions in geospatial thinking,it provides an operable path for geography educators to use the question as a carrier and to train geospatial thinking with reference to the teaching model. |
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