| Since the promulgation of the General High School Geography Curriculum Standards(2017 Edition),the core literacy of "integrated thinking" has attracted extensive research.From "dimensional research" to "assessment research" to "cultivation research",more and more front-line teachers and scholars have transformed "integrated thinking" from a single study to a comprehensive study,and have put forward corresponding.The research has been combined with well-established pedagogical theories to make recommendations for the development of this approach.In 2021,the second year of implementation of the new Geography textbook,strategies for developing integrated thinking in Geography are still in the exploratory and ascending stage.The process of education practice,the goal of "integrated thinking" as stated in the General High School Geography Curriculum Standards(2017 Edition)is not well achieved.It is a new perspective for research on how to improve the effectiveness of integrated thinking development by combining qualitative assessment with school realities and student learning.In the 1980 s,Australian educational psychologists Biggs and Collis developed the SOLO theory of categorical assessment,which divides thinking into five levels: pre-structural,unistructural,multi structural,relational and extended abstract,and proposed transitional responses.The paper adopts literature research method,paper-and-pencil test method,questionnaire survey method and statistical analysis method,takes senior students of a school with average student population as the evaluation target,takes the cultivation goal of integrated thinking in the General High School Geography Curriculum Standard(2017edition)as the anchor point,pre-test and post-test two sets of test papers from three aspects of elemental integration,spatial-temporal integration and local integration,through the recovery of test paper data.Through the collection of data from the test papers and statistics,the theoretical basis of the SOLO classification evaluation theory was used to evaluate the level of the integrated thinking structure of the school’s senior students in different dimensions from the perspective of quantitative analysis,which led to the conclusion that the overall level of the integrated thinking structure of the school’s senior students was low and the development of the three dimensions was unbalanced.Following this,the factors influencing the structural level of integrated thinking of senior students are analysed,and it is concluded that the cultivation of integrated thinking of senior students in geography requires attention to the initiative and wholeness of students’ thinking,and the importance of adaptability and continuity of thinking,providing data to support an in-depth study of integrated thinking cultivation strategies for senior students.On this basis,the following strategies for developing integrated thinking in geography are proposed:(1)Set the starting point according to the learning situation and the end point according to the objectives;(2)Build a structural framework for integrated thinking from holistic thinking;(3)Clarify the learning clues and cultivate students’ active thinking;(4)Focus on disciplinary thinking and continue learning after class four cultivation strategies.After implementing a six-month strategy for the development of integrated thinking in geography,a post-test on the structure of integrated thinking in geography was administered to the same assessment subjects according to the same assessment method.The changes in the structure of students’ integrated thinking in geography before and after were analysed to find the reasons for the changes,on the basis of which improved strategies for the development of integrated thinking in geography were proposed:(1)Creating authentic situations to stimulate integrated thinking in places;(2)Clarifying the care of classroom questioning for different levels of thinking;and(3)Linking learning experiences,trying out conjectures and encouraging expression. |
PDF Full Text Request