Geographical Problem Posing Ability Of High School Students In Semi-structured Situation

"Geography Curriculum Standards for General High Schools(2017edition)" clearly states that teachers need to encourage students to discover and raise geographic problems.In fact,many countries have also emphasized the cultivation of students' "geographical problem posing ability" in recent years.Existing research on "geographical problem posing ability" mainly focuses on the problems eventually posing by students,and pays less attention to the thinking process of students posing problems.Therefore,it is necessary to analyze and evaluate students' "geographical problem generation ability" on the basis of study the thinking process of students' problem posing,so as to lay the foundation for cultivating students' "geographical problem posing ability" and core competencies of geography.Based on the theories of cognitive psychology and "problem posing",this research designed a "geographical problem posing ability" task to collect information on the thinking process of high school students posing geographic problems in semi-structured situation,and study the ability and cognitive characteristics of high school students in posing geographic problems.The Findings indicate that:(1)The cognitive processing of high school students to pose geographic problems can be classified into three categories in semi-structured situation,namely,the cognitive model of geographic problem posing based on contextual information,the cognitive model of geographic problem posing based on subject knowledge,and the cognitive model of geography problem posing based on creative thinking.(2)There are some differences in the three types of geographic problem posing models,including identifying contextual information,invoking geographic knowledge,and "relation".Relation is the core element to distinguish the three types of models.(3)In short,high school students have a low level of geography problem posing ability,and they can hardly generate a cognitive model of geography problem posing based on creative thinking.(4)There is no significant difference between different geographic performance and genders in high school students' geography problem posing ability.Base on the result of this research,some suggestions are put forward for geography educators to develop students' geographical problem posing ability from five aspects: teaching philosophy,teaching methods,teaching model,teaching activities,and evaluation methods.