A Research On Geospatial Thinking Of Pre-service Geography Teacher

With the rapid development of contemporary science and technology,spatial technology and Internet technology are changing our daily life and work at an unprecedented speed.It has become the demand of the times to cultivate students with geospatial thinking,and geography takes on the responsibility of cultivating students' geospatial thinking due to its disciplinary features.As teachers play an important role in the cultivation process of students,the geospatial thinking level of geography teachers has an important influence on students.Then,how about the geospatial thinking of the pre-service geography teachers who represent the main source of our geography teachers?What factors affect their geospatial thinking? In view of these influencing factors,how should colleges and universities pay attention to their training and enable them to be competent in the teaching of geospatial thinking?In this regard,this paper reviewed the domestic and foreign research on geospatial thinking,and explored the connotation and type of geospatial thinking;Based on the characteristics of the geography normal students,this paper constructed the examination system of the geospatial thinking of the normal students,and developed the geospatial thinking questionnaire.The questionnaire was used to test the geography normal students,and the characteristics of their geospatial thinking were presented and analyzed.Based on the test questionnaire and the training program of college geography normal students,this paper studies the influencing factors of geospatial thinking training of geography normal students.Finally,based on the above analysis,the Suggestions and strategies of the geospatial thinking training of China normal students are obtained,and the deficiencies and prospects of this paper are put forward.The research of geospatial thinking that has been widely recognized and widely used are divided into three fields.First part is the National Research Council of the United States studied the composition of geospatial thinking,and then geographers represented by Reginald Golledge and Phil Gersmehl studied the classification of geospatial thinking,and the third parts is geographical educators represented by Robert Bednarz and Jongwon Lee studied the measurement of geospatial thinking.Firstly,the theoretical basis of geospatial thinking is determined through the theoretical research of the above aspects,and the examination system of geospatial thinking is built accordingly.Studies have shown that geospatial thinking is a kind of geospatial thought for geographic things,geographical phenomenon and geographical concept of space cognition,geospatial representation tool applied to analyze the geospatial reasoning and comprehensive thinking of innovation value,mainly including the geospatial orientation thinking,geospatial conversion thinking,geospatial superposition thinking,geospatial visual thinking,geospatial connection thinking and geospatial comprehensive thinking.The examination system of geospatial thinking of pre-service geography teachers is composed of three parts: the concept of geospatial,the thinking of geospatial and the teaching of geospatial thinking.There is a causal and logical relationship among this three parts,rather than a juxtaposition relationship.The inclusion of these three parts into the examination system is conducive to a more comprehensive examination of the formation and development of geospatial thinking of normal university students.Secondly,according to the examination system of geospatial thinking of students in normal university,this paper developed the questionnaire of geospatial thinking of students in normal university.After the questionnaire was developed,the internal test was conducted in the research group,and the preliminary adjustment was made according to the test results.Then,three universities were selected for testing to test the quality of the questionnaire,and the final questionnaire for the geospatial thinking survey of pre-service geography teachers was determined.The geospatial thinking questionnaire of geography normal university students includes 12 single choice questions of geospatial concept,18 single choice questions of geospatial thinking and 33 five-level scale questions of geospatial thinking teaching ability.Thirdly,the geospatial thinking questionnaire developed for testing.According to the research,from the perspective of geospatial concept,the overall performance is average,with an overall score rate of 55.68%.The performance of there levels of geospatial concepts from good to bad: complex spatial,spatial primitives,simple spatial.From the perspective of geospatial thinking,the overall performance is also average,with the overall score rate of 52%.The performance of six types of geospatial thinking is from good to bad: geospatial comprehensive thinking,geospatial connection thinking,geospatial conversion thinking,geospatial orientation thinking,geospatial visual thinking,and geospatial superposition thinking;According to the teaching ability of geospatial thinking,the overall score is 4.24,and the performance of the four parts ranges from good to bad: geospatial thinking connotation,geography,thinking skills,geospatial concept and geospatial representation.In addition,the study found that there was a significant positive correlation between the concept of geospatial and the thinking of geospatial,but there was no significant correlation between this two parts and the teaching of geospatial thinking.Fourthly,the data analysis found that the type of school,the grade of study,the area where the school is located and whether or not the student has learned GIS has a significant impact on the geospatial concept and the geospatial thinking of the geography normal students,and the home location has a significant impact on the geospatial thinking and the teaching ability of geospatial thinking of the geography normal students.It is worth noting that gender has no significant influence on the three parts of the geospatial thinking examination system of geography normal university students,and family location is the only factor that has significant influence on the teaching ability of spatial thinking.Fifthly,this paper analyzes the influence of teacher education on pre-service geography teachers by combining the training program of colleges and universities,which is divided into the influence of the curriculum development program of geography teachers education and the influence of teaching practice factors.Thwe factors of curriculum develpement program can be devided into education and geography,as well as GIS due to its great power to geospatial thinking.The factors of teaching practice can be divided into those of normal students and those of colleges.The research shows that the pedagogy courses have no significant influence on the geospatial concept,geospatial thinking and the teaching ability of geospatial thinking of the geography normal students.The geography courses have significant influence on the geospatial concept and geospatial thinking.The GIS course has significant influence on the concept of geospatial and the thinking of geospatial,but has no significant influence on the teaching of geospatial thinking.The teaching practice of normal university students has a significant impact on their geospatial concept and geospatial thinking,but has no significant impact on the teaching ability of geospatial thinking.College teaching practice has the most obvious influence on the concept of geospatial.Finally,based on the above research results,this paper proposes specific Suggestions on the cultivation of geospatial thinking of geography normal students,and also puts forward the deficiencies and prospects of this paper.