Study On The Evaluation And Influencing Factors Of High School Students’ Geospatial Planning Ability In Nanchang

As an important geographical skill,geospatial planning ability helps people to better know and understand their geographical environment.Therefore,it has become an urgent academic problem to study the influencing factors of geospatial planning ability.One of the purposes of this study is to control the influence of individual factors on the geospatial planning ability of high school students,explore the influence of teacher variables on the average geospatial planning ability of class groups,and deeply understand the explanation rate of different teacher variables on the geospatial planning ability of high school students.Another research purpose is to focus on both the individual factors and the teacher factors that affect the geospatial planning ability of high school students,and to explore the adjustment of teacher variables on individual variables and geospatial planning ability.After understanding the level of students’ geospatial planning and which factors have a greater impact on them,reasonable teaching suggestions are put forward.Based on domestic and foreign literature and teaching practice,taking into account the differences of individual students and geography teachers of different classes,this paper proposes seven hypothesis influencing factors,namely individual factors: gender,academic achievement,creativity,spatial thinking,teacher factors:teaching investment,teaching time,teaching innovation,and adopts the scale recognized by domestic and foreign authorities to conduct a questionnaire survey.Considering the influence of teacher factors on individual factors,this study adopts SPSS software and multi-layer linear model to study the level and influencing factors of geographic spatial planning and design of high school students in Nanchang City and puts forward teaching suggestions.The results show that in terms of demographic variables,there is no significant difference in the level of geospatial planning and design of senior high school students in terms of gender,but there is a significant difference in terms of grade and student origin.The gender,educational background and professional title of teachers have no significant difference on the average geospatial planning and design level of class groups.At the individual level,the gender of students has no significant influence on the level of geospatial planning and design of high school students.Students’ academic performance,creativity and spatial thinking all have significant positive effects.At the level of teachers,teachers’ teaching time,teaching innovation and teaching input have a significant positive impact on the average geographic spatial planning level of class groups.In terms of the interaction between teacher factors and students’ individual factors,teachers’ teaching time negatively moderates the relationship between students’ academic achievement and geospatial planning and design level.Teachers’ teaching innovation plays a positive moderating role in the relationship between students’ creativity and the level of geospatial planning and design.Teachers’ input had no significant moderating effect on the level of creativity and geospatial planning and design.Based on the research results,three innovations are put forward: innovation of geography curriculum--setting up elective course of geographic information technology software;Innovation of geography teaching means--making use of geospatial tools;Innovation of Geography Teaching Method--project-based teaching method.This study theoretically recognizes the essence of geospatial planning ability,and provides references for training geospatial planning ability of high school students in practice,so as to help them adapt to the complex and changing world and become new talents.