Research On Evaluation Of Higher-order Thinking In Geography And Its Cultivation

With the advent of the era of knowledge,high-level thinking has become an essential quality of high-quality talents in the new era.In this context,high-level thinking has gradually attracted the attention of the educational circles in various countries.How to cultivate and evaluate high-order thinking has always been a hot research topic at home and abroad,but there are still many gaps in the research of subject high-order thinking.Although the research on senior high school students' geographical thinking and its cultivation has never stopped at home and abroad,it is rare to sublimate it into an evaluation system of senior high school geographical thinking.Due to the combination of geography education with history and other disciplines for social science teaching in foreign countries,there are more researches on the evaluation index system and cultivation of higher-order thinking in social science,and less researches on the establishment of evaluation index system of higher-order thinking with geography as an independent research object.On the basis of discussing the connotation of thinking,high-level thinking,geography high-level thinking and the factors influencing the cultivation of high-level thinking,this paper constructs the evaluation index system of geography high-level thinking based on the geography curriculum standard,teaching material content and questionnaire,and evaluates and analyzes the current situation of high-level thinking cultivation in senior high school,in order to make up for the research gap of the evaluation index system,this paper puts forward some suggestions for improvement and carries out case-based control experiments to verify the feasibility of the suggestions,which has certain theoretical and practical significance.This study is divided into the following partsThe first part is to sort out the core concepts and related theories based on the literature,including the first chapter and the second chapter.On the basis of understanding the connotation and extension of the concepts of "thinking","geographical thinking","high-level thinking" and "geographical high-level thinking",this part summarizes the relevant theories,including high-level learning theory,constructivist learning theory,grounded theory and multiple intelligence theory,so as to provide a theoretical basis for the research.The second part is the production and use of senior high school geography high-level thinking evaluation tool,namely the third chapter and the fourth chapter.Firstly,the paper discusses the basis of making the evaluation index system of geography high-level thinking,analyzes the elements of geography curriculum standard based on grounded theory and geography core literacy,and then determines the weight of the evaluation system based on expert scoring.The evaluation index system includes four aspects:geographical comprehensive thinking,geospatial thinking,man land relationship thinking and regional cognitive thinking.Then,the higher-order thinking test is carried out,and the higher-order thinking of students in experimental school is evaluated based on solo classification system evaluation mode.It is found that the overall score rate of students' higher-order thinking of geography is low,and the understanding of higher-order thinking is not enough.Finally,based on the results of higher-order thinking test and classroom observation,this paper summarizes the current situation of geography higher-order thinking training and puts forward countermeasures.The third part is the case implementation,namely the fifth chapter.Based on the evaluation results of students' higher-order thinking in Chapter 4 and the proposed training strategies,this paper takes "common geomorphic types" as an example to carry out teaching design and control experiments.The purpose is to practice and verify the countermeasures mentioned in this study.The fourth part is the summary and outlook,that is,the sixth chapter.Summarize the research conclusions,analyze the pros and cons of the research,and propose further research directions.Through the above four aspects of research,it is found that:First,among the four high-level geographic thinking of high school students,comprehensive geographic thinking and geospatial thinking develop well,analytical thinking develops well,evaluation and innovative thinking level is low,and the level of thinking structure is relatively low.Mostly focus on multi-point structure and associated structure.Second,high school students have a relatively superficial understanding of higher-order thinking in geography,and teachers have a weak awareness of cultivating higher-order thinking in geography.There are problems such as unclear understanding and single classroom teaching methods.Third,it proposes strategies to transform knowledge-oriented classroom culture into thinking-oriented classroom culture,transforming teacher support into student learning input,and use "common geomorphological types" as a case for teaching design.After a controlled experiment,it was found that this case can cultivate higher-order thinking more effectively than traditional teaching methods in addition to comprehensive thinking in geography.