Research On The Cultivation Strategy Of High School Students’ Geospatial Thinking Ability

Geospatial thinking ability is an important ability to be cultivated in the process of geography learning in senior high school,and it is also the external expression of students’ core accomplishment level in geography.At present,there are some problems in the research of geospatial thinking ability,such as inconsistent definition of connotation,immature measurement tools and lack of empirical test of training strategies,which hinder the development of high school students’ geospatial thinking ability to a certain extent.Based on the developed geospatial thinking ability measurement tool,this study analyzed the current situation of high school students’ geospatial thinking ability by using the questionnaire survey method,and put forward targeted cultivation strategies.Moreover,it used the experimental control method to carry out geography teaching experiments in middle school geography teaching,and tested the effectiveness of the cultivation strategies of geospatial thinking ability.Firstly,the geospatial thinking ability was divided into three main dimensions and eight sub-dimensions,and the weight of each dimension was calculated by AHP,and the test volume of geospatial thinking ability was compiled.150 high school students in Wanzai County of Jiangxi Province were selected to carry out a trial study.The results show that the Cronbach’s coefficient alpha and KMO value of this measurement tool are 0.843,0.833,and the total variance interpretation rate is 56.196%.Secondly,the geospatial thinking ability of 370 high school students was tested by this measuring tool.The results show that there are the following problems in the cultivation of high school students’ geospatial thinking ability: first,the understanding of geospatial concept is not comprehensive enough;2.Low application level of geospatial representation tools;3.The logical confusion of the cognitive process of geospatial;Fourth,the individual level of geospatial thinking ability is very different.According to the problems presented in the survey,the following training strategies are proposed: 1.Strengthen knowledge understanding and strengthen students’ conceptual foundation of geographic space;2.Second,pay attention to teaching methods,improve students’ ability to use geographical space representation tools;3.Enrich teaching methods and pay attention to the training of students’ geospatial cognitive process;Fourth,update the teaching concept and pay attention to the difference of students’ geographical space thinking ability.Finally,a teaching case reflecting the cultivation strategy of geospatial thinking ability was designed,and the control experiment method was used to carry out teaching practice in middle school geography teaching.After the teaching experiment,the students were tested with the measuring tool of geospatial thinking ability.The results showed that the average score of the experimental class was 63.23 points,higher than that of the control class 56.38 points.By defining the connotation and dividing the dimensions of geospatial thinking ability,this study developed a measuring tool for geospatial thinking ability,which enriched the theoretical results of the research on geospatial thinking ability to a certain extent,and could more accurately measure the level of high school students’ geospatial thinking ability.Through the comparison of teaching experiments,the effectiveness of training strategies of geospatial thinking ability is verified,which provides a certain theoretical basis and reference value for training students’ geospatial thinking ability.