Research On The Evaluation Of Senior High School Students' Geographical Critical Thinking Skills

Critical thinking is of great significance to modern society.Having a strong critical thinking is conducive to improving information literacy,enhancing the survival ability in the information age,developing thinking and improving innovation ability.The research on critical thinking in the field of psychology and education in China started relatively late,and the research on the measurement of critical thinking mainly focuses on the translation of foreign scales.Through literature review,questionnaire survey,interview,data analysis and other methods,this study took high school students as subjects and conducted the following research on their geographical critical thinking skills.One is theoretical research.After combing the research on critical thinking at home and abroad,it is found that the research mainly focuses on the concept connotation,current situation investigation and cultivation strategy,while the research on the measurement of critical thinking is less.In foreign countries,the measurement of critical thinking is mainly for college students,while the measurement of high school students' critical thinking is less.Based on the California critical thinking skills questionnaire,the test paper of geography critical thinking skills for senior high school students was developed.The second is exploratory research.Considering the profound historical and cultural background of our country,the performance of senior high school students' geographical critical thinking skills may not be consistent with that of foreign countries.Critical thinking has the characteristics of "reflection,questioning,complexity and openness",which is highlighted by the three dimensions of "analysis,reasoning and evaluation" of California critical thinking.That is: in geography learning,students can rationally and objectively analyze geographical phenomena and the relationship between geographical elements;can repeatedly and deeply examine the logic behind geographical problems,and even question existing views or solutions;can systematically and dialectically evaluate geographical things.The third is the compilation of test paper.Through two times of compilation and two times of test,we have formed the test paper of senior high school students' Geography critical thinking skills.The Cronbach's alpha of the initial test paper is0.794,the standardized Cronbach's alpha is 0.744,and the split half reliability Cronbach's alpha is 0.335 and 0.832,respectively.The Cronbach's alpha of the second test paper is 0.749,the standardized Cronbach's alpha is 0.757,and the split half reliability Cronbach's alpha is 0.580 and 0.579 respectively,which is relatively stable.Generally speaking,the second test paper is more ideal.Therefore,240 valid test papers in the second test papers are taken as the research object for evaluation and analysis.Fourth,evaluation and analysis.Through the analysis of the overall situation,the gender of the students,the school and the region,we can find that: on the whole,senior high school students' Geography critical thinking skills are at the middle level;There is no significant difference in the critical thinking skills between boys and girls,and there is almost no gender difference;The students of key middle schools in the city have slightly higher critical thinking skills than those in the district;The geography critical thinking skills of Shanghai students are stronger than those of Ganzhou students,but not every test question is the one of Shanghai students.The students of Ganzhou also show better critical thinking skills in some test questions.By analyzing the characteristics of geographical critical thinking skills,we can find that the average score of each characteristic grade is between 1.75 and 2.02,and the gap is not big;Through single factor analysis,it is found that there are both students with full score and students with zero score,which indicates that there are great individual differences among students.Among them,openness is the most prominent feature;The second is the reflective feature;Secondly,the complexity is not so obvious;Skepticism is the weakest.The fifth is the reason analysis.Through the analysis of the results,interviews and other ways,we can find that the low critical thinking skills of senior high school students are affected by the education methods,teaching methods,evaluation methods,students' foundation,learning habits,gender differences,the comprehensiveness and dynamics of geography.