Research On The Evaluation Of The Comprehensive Thinking Literacy Of High School Students In Geography

In order to deepen the curriculum reform fully,carry out the fundamental task of cultivating morality and foster socialist builders and successors with all-round development of morality,intelligence,physique and beauty,the Geography Curriculum Standards for Senior High Schools(2017 edition)points out that the basic concepts of geography curriculum mentioned in the new edition of the Geography Curriculum Standards put the most priority on cultivating students' essential core qualities of geography.Geographic integrated thinking,as an important part of the key competencies of geography,is the main way of thinking and ability to understand the geographical environment.Therefore,it is helpful to judge the stage of students' geographic key competencies to carry out the research on the evaluation of high school geography comprehensive thinking accomplishment level.Geographic teachers can adjust the teaching content according to the evaluation results,so as to adopt more effective teaching methods and teaching means to cultivate students' essential geographic key competencies,thus promoting teachers' professional development and enriching the research system of geographic key competencies.So,this paper is to carry out research on the evaluation of high school students' geographical comprehensive thinking accomplishment.Based on the cognitive development theory,SOLO classification theory and Bloom's classification theory of educational objectives,this study mainly adopts the methods of literature analysis,investigation and statistical analysis to establish the evaluation criteria of high school students' comprehensive geographical thinking level,compile test questions,and evaluate the students of No.3 Middle School in Liupanshui City,Guizhou Province.The results of student questionnaire and teacher interview are used as supplements.The results show that the comprehensive geographical thinking accomplishment of the students in Grade Two and Grade Three is in three stage and the level of the students in Grade Three is slightly higher than that in Grade Two,which is related to students' knowledge mastery and learning status.From the gender perspective,the level of girls in Grade Two is higher than that of boys and the level of boys in Grade Three is higher than that of girls,which is related to the personality,thinking and learning attitude of boys and girls.This study is divided into the following parts:The first part mainly introduces the research background,significance,status,content and methods of this study and determines the necessity of measuring and evaluating the comprehensive geographical thinking literacy level of senior high school students.The second part mainly elaborates the connotation of the concepts of geographic key literacy and geographic comprehensive thinking accomplishment.The development and measurement of geographic comprehensive thinking should have certain theoretical support.The theoretical basis of this study includes cognitivedevelopment theory,SOLO classification theory and Bloom's classification theory of educational objectives.The third part mainly elaborates on the establishment of evaluation criteria for senior high school students' comprehensive geographical thinking accomplishment.Based on the above theory,the evaluation criteria system and evaluation criteria for senior high school students' comprehensive geographical thinking accomplishment are established in accordance with the principles of objective,systematicness and operability,combined with the evaluation of the academic quality of Senior High School Geography Curriculum Standards(2017 edition).Finally,I divide senior high school students' comprehensive geographical thinking accomplishment into five levels and four transitional levels.The fourth part mainly explains the compilation and implementation of the survey tools for senior high school geography comprehensive thinking accomplishment,which are divided into three types: student questionnaires,teacher interview outlines and test questions.The first two survey tools play an auxiliary role in measurement and evaluation.The test questions are formulated on the basis of collecting,sorting out and analyzing the college entrance examination questions in the past five years,the simulated test questions in key middle schools and famous schools.The contents of each test include three dimensions of comprehensive geographical thinking.Sample test questions were sampled in the early stage,and the final version of the test questions is obtained by modifying some of the samples that do not meet the measurement standards,and it is used as the main investigative tool.The fifth part mainly carries on the statistical analysis to the survey implementation result,obtains the student questionnaire,the teacher interview and the test question survey result.The author synthesizes the information collected by the three survey tools,and after analysis,finally determines the comprehensive geographical thinking accomplishment level of senior high school students,and compares the comprehensive geographical thinking accomplishment level of boys and girls.The sixth part mainly puts forward the evaluation strategy of senior high school students' comprehensive geographical thinking accomplishment,which mainly combines the implementation process of the evaluation scheme,so as to improve the effectiveness,credibility and accuracy of the evaluation.