Research On The Cultivation Of Comprehensive Thinking Literacy Of High School Students Based On SOLO Classification Theory

Comprehensive thinking ability is the thinking mode and ability of people to understand the geographical environment by using comprehensive viewpoints and methods.It helps people to comprehensively,systematically and dynamically analyze and understand the geographical environment and its relationship with human activities from a holistic perspective.It is one of the important components of the core geographical literacy.It is urgent to cultivate comprehensive thinking ability.This paper attempts to use SOLO classification in the high school geography teaching theory(observed the structure of the learning outcomes),namely by SOLO classification theory to the student the answer to look at the level of comprehensive thinking thinking structure performance,the observed results as the basis of cultivating high school students comprehensive thinking ability,so as to achieve different students to suit the remedy to the case for each hierarchy level of thinking,in order to improve the level of the students' comprehensive thinking quality.Specific studies are as follows:Based on classification theory concept for the comprehensive thinking accomplishment and SOLO,from both show the consistency of the analysis,the comprehensive thinking of four levels and SOLO classification theory of the five level structure,the lowest level for the former structure,the corresponding is not comprehensive thinking level,then a single point of structure,the structure of the multi-point,link structure,the development of abstract structure and comprehensive thinking level one to level corresponding to the four layers,and then build "SOLO classification under the theory of comprehensive thinking water structure" scale.By constructing the test questions and taking the scale as the basis,this paper analyzes the students' answers,and obtains the level levels of the three dimensions of comprehensive thinking of senior high school students and the students' specific answer performance.Through questionnaires and interviews with teachers,this paper analyzes the current situation of comprehensive thinking level from two aspects: teachers and students.For the problems,different Suggestions are put forward for different levels of thinking.The implementation of the cultivation suggestion should be based on classroom teaching,so it is attempted to use the SOLO classification theory to guide each link of teaching design,construct and implement cases.The students are evaluated through the test questions before and after geography to test whether the SOLO classification theory is feasible and effective for cultivating comprehensive thinking.The following are the findings:1)the level of comprehensive thinking in the first year of high school is between single-point structure and multi-point structure.Different comprehensive thinking literacy levels show different points of hindered thinking,in which the former structure performs poorly at the three levels of comprehensive thinking literacy;the integration of multiple elements in the synthesis of single-point structural elements is chaotic,and the dynamic analysis ability is insufficient The thinking consciousness is weak;the multi-point structure can connect multiple elements,but it is more casual,not comprehensive,has a certain degree of dynamic analysis ability but is not closely connected with the region,and the answer template is applied.Therefore,teachers need to adopt corresponding training strategies for different levels of thinking.2)the SOLO classification theory,which is used to guide all aspects of geography teaching design,has the characteristics of conforming to students' cognitive law,and has been proved by experiments to be able to improve students' comprehensive thinking quality.This study provides abundant empirical materials for the study of comprehensive thinking accomplishment of geography,which can provide theoretical support and methods for teachers to train students' comprehensive thinking accomplishment of senior high school,so as to improve students' comprehensive thinking accomplishment.