Research On Evaluation Of Regional Cognitive Ability Of High School Students

Under the background of development of students' core qualities in China,geographical curriculum in senior high school paly important role in strengthening moral education and cultivate people.According to the regional characteristics of geography,the cultivation of cognitive ability is the top priority.However,there is still no unified understanding of the connotation and structure of regional cognitive ability.The research on evaluation and cultivation strategies of regional cognitive ability needs to be further refined.The evaluation of regional cognitive ability is not only conducive to promoting teachers and students' further understanding of regional cognitive ability,but also conducive to the development of other geographical abilities.These abilities are helpful to further implement the cultivation of the core quality of geography.In the evaluation of geography education,the overall thinking level of students is not easy to measure,but the thinking structure of answering specific questions can be evaluated.As a qualitative evaluation method,SOLO Taxonomy has attracted more and more attention in the evaluation of geographical education.SOLO Taxonomy evaluates the learning quality of students from the structural complexity of the learning behavior results of students,especially the individual differences of students' thinking performance and the evaluation of students' thinking process.Therefore,Therefore,the research on the evaluation regional cognitive ability of high school students based on SOLO Taxonomy will not only contribute to the further development of SOLO Taxonomy theory,but also have important practical significance for the evaluation of regional cognitive ability and guiding teachers to pay attention to the thinking process of students.First of all,based on the existing research results around the world,this study firstly clarified the connotation and components of regional cognitive ability,and determined the structure of regional cognitive ability,including of five first-level dimensions and fifteen second-level dimensions.Secondly,in addition to the careful analysis of the curriculum standards and textbooks for senior high school geography,the evaluation indicator system of regional cognitive ability of high school students was constructed by combining the examination of regional cognitive ability of the geography examination in recent five years.According to the indicator system,the test paper of regional cognitive ability for high school students is composed by five themes and ten questions.Meanwhile,the structural characteristics of SOLO Taxonomy were analyzed.Then,the scoring criterion of regional cognitive ability standard based on SOLO Taxonomy was compiled.Finally,the 94 second year students of a middle school in Baiyin city were selected to carry out assessment practice of the regional cognitive ability based on SOLO Taxonomy.The SOLO Taxonomy based evaluation method was selected to carry out the practice of geographical regional cognitive ability evaluation to verify the effectiveness of this qualitative evaluation method.It is found that the test questions and scoring standards are of high quality and can better assess students' regional cognitive ability.In terms of the overall level,the thinking structure level reflected by the sample students' answers is mostly in the multi-point structure level and the correlation structure level.A few students could reach the level of abstract extension structure.In general,students' regional cognitive ability is at medium and upper level,and there is no significant difference between class and gender.Based on the above research process and conclusion,this dissertation reflects on deficiencies in the application process of the evaluation indicator system of regional cognitive ability of high school students.For example,the problems in the selection of indicators and the compilation of scoring standards,etc.the dissertation puts forward some aspects that need further efforts to strengthen the research on evaluation of regional cognitive ability for high school students in China.