Research On Evaluation Of Regional Cognitive Thinking Level Of High School Students Based On Solo Classification Evaluation Theory

Regional cognition refers to the quality and ability of thinking embodied in the process of evaluating the situation of regional development and utilization by using the correct regional tools to understand the complex and changeable geographical environment from the regional perspective.The change of times not only requires geography teaching to impart geography knowledge to students,but also pays more and more attention to the cultivation of geography literacy of middle school students.As an important feature of geography,regional is of special significance and value.Therefore,General Senior High School Geography Curriculum Standard(2017Edition)puts forward that regional cognition is one of the four core accomplishments of geography,which is the essential geography skill and accomplishment of senior high school students.Guided by the theory of SOLO classification and evaluation,this paper makes a thorough investigation and analysis on the thinking structure of senior high school students in solving regional geographical open questions by means of regional open test,and tries to find out the law of students' thinking.Combined with the students' thinking level in the process of answering questions,it provides suggestions and guidance for teachers' teaching,and provides a reference for the cultivation of students' thinking process.At the same time,on the basis of SOLO classification and evaluation theory,this paper absorbs and draws lessons from the scoring standard of history and chemistry college entrance examination open questions,and constructs an evaluation scale of open examination thinking level suitable for geography.The evaluation of thinking level required by the new curriculum standard provides reference and basis.In this paper,140 senior high school students from a senior high school in Shanghai were taken as the test subjects,and the thinking structure embodied in the process of answering questions was diagnosed and analyzed by means of thecombination of test and interview.This paper mainly includes four aspects: firstly,by consulting the relevant literature,the regional cognitive elements are divided;Secondly,according to the division of regional elements,select the test questions in the college entrance examination;thirdly,according to the SOLO classification and evaluation theory,the open test score standard is divided;Finally,the students' thinking level of solving regional open test questions is evaluated and the corresponding strategies are put forward according to the results of the test.Research finds high The level of cognitive thinking in the middle-life region has the following characteristics:On the whole,there are great differences in the level of regional cognitive thinking among senior high school students,and most of the students' thinking is at the level of correlation structure.Through solving the problems of high school students' regional development conditions,it is found that the students' regional positioning ability needs to be further improved.The correlation degree of students' human geography environment elements is lower,and the degree of physical geography environment correlation is higher than that of the students' human geography environment factors.Through the analysis of the solution to the regional development problem,it is found that the correlation degree of solving the physical and geographical environment problem is higher than that of the humanistic environment problem,and the solving ability of the regional development human environment problem needs to be further improved.The analysis of the answers of senior high school students to solve the regional development planning problems shows: firstly,it can evaluate the regional decision-making from various angles in all directions;secondly,the regional development planning ability is generally strong;finally,the analysis ability of the inter-regional causal relationship is strong.In view of the test results of the regional cognitive thinking level of senior high school students and the basic characteristics of the regional cognitive thinking level of senior high school students,the author puts forward the following teaching coping strategies:Refine teaching objectives and respect individual differences.Facing the students with low level of thinking in the third level,teachers should pay attention to the understanding and mastery of the students' knowledge points and help them toconstruct the basic knowledge frame system when setting up the teaching objectives.Teachers should pay attention to the integration and application of students' knowledge in setting teaching goals when facing the students whose thinking is at the level of related structure.Teaching cognitive strategies and constructing a reasonable framework.As a teacher,in the process of teaching,we should not only pay attention to the teaching of rational knowledge,but also pay attention to the cultivation of students' geographical learning methods.Promote the transformation of pictures and texts,cultivate regional perspective.Obtaining effective information through map is the basis and premise for further analysis of regional problems,and it is necessary for senior high school students to acquire geographical literacy and basic skills.Based on the comparative analysis,the regional differences are revealed.Regional comparison can not only make the students understand the relationship between the object of study and other regional elements,but also help to deepen the cognition of specific region and cultivate the regional cognitive accomplishment.Create a reasonable scenario,evaluate regional decision-making..In the process of teaching,teachers should create a reasonable situation,pay attention to the interests of students,make clear the problems facing the development of regional space through specific regional characteristics,and help students to set up a regional perspective and form a correct view of man-earth and development.