Geographical Comprehensive Thinking Diagnosis Of High School Students Based On SOLO Theory

In the <General High School Curriculum Plan> issued by the Ministry of education in January 2018,it explicitly requires all disciplines to cultivate students' core qualities.Comprehensive thinking is one of the core qualities of geography,and it is the most basic and important way of thinking and ability of geography.The significance of having comprehensive thinking has two aspects.On the one hand,students can further focus on the local,national,global geographical issues and sustainable development issues with their family & country feelings and world vision.On the other hand,they will become responsible new generations with a sense of social responsibility.All above reflects the uniqueness of the geography course in cultivating people.Therefore,it is the general trend to cultivate students' comprehensive thinking of geography.However,in recent years,there are too many researches on the strategies of how to cultivate students' comprehensive thinking,but there are few diagnostic researches on its current level of development.Therefore,this paper has an important value for the diagnostic research on the development level of high school students' comprehensive thinking.By combing the existing research on geographical comprehensive thinking and the geography curriculum standard(2017 Edition),this paper constructs a threedimensional structure of geographical comprehensive thinking level.Among them,the first level dimensions are "element synthesis","space-time integration" “ Local(regional)integration: on the basis of the first level dimension,each dimension is divided into three sub indicators,which are respectively "element composition","element connection","connection result","spatial static pattern","time dynamic process","space-time development","regional characteristics","interregional connection" and "regional development";then the diagnostic scale system is constructed.According to the description and classification of the new geography curriculum standard,the sub indicators are put in three different difficult situations,namely "familiar with simple situation","given complex situation" and "real complex situation".By creating the situation,combining with the local geography knowledge,and according to the learning progress of the first year of senior high school students,nine open geography tests are finally selected and adapted as diagnostic tools.According to the diagnostic scale and testing tools,based on the theory of SOLO classification,a table of evaluation criteria is developed,which divides the level of thinking into nine stages.The nine levels in terms of ability,thinking operation,consistency,and relative convergence are from pre-structural level,transition 1A level,single point structure,transition 2A level,multipoint structure,transition 3A level,related structure,transition 4A Level,abstract development level.Then describe and evaluate the evaluation criteria of each structure level.The diagnostic scale indicators,test tools,and evaluation standards constitute a model for diagnosing the comprehensive thinking of high school students' geography.When the model was tested and revised at the test stage,the reliability coefficient of each grade was above 0.7 that indicating the diagnostic model has a high reliability.Through the diagnostic practice,it is found that there is a significant difference in the development of comprehensive thinking among different grades.The comprehensive thinking of third grade develops best,mastering certain answering ideas and skills,but usually has a utilitarian attitude toward schoolwork.The students of second grade have the phenomenon of forgetting basic knowledge.The students in first grade are very active in comprehensive thinking,but the development differences between different individuals are the most significant.