The Application Of SOLO Classification Theory In The Cultivation Of Comprehensive Geographical Thinking In Senior High School

As is mentioned in the Geography Curriculum Standards for Ordinary High Schools(2017 edition),cultivation of the core literacy of geography should pay attention to the students’ thinking development in the process of geography learning.SOLO Classification Theory(Structure of the Observed Learning Outcome)can be used to evaluate students’ thinking performance,which can be further explored and adjusted by teachers according to the actual teaching situation.Therefore,this paper attempts to apply the SOLO Classification Method to the cultivation and diagnosis of comprehensive geographic thinking of senior high school students to improve the level of their comprehensive geographic thinking literacy,and also to provide theoretical basis and method guidance for senior high school geography educators.Literature analysis,teaching experiment and statistical analysis methods are used to carry out the research in this paper.Firstly,define the core concept and find the theoretical basis by referring to the relevant literature and grasping the research status at home and abroad.Secondly,design the assessment tool of comprehensive geographic thinking level under the guidance of SOLO Classification Theory.The current situation of comprehensive thinking level of senior high school students will be evaluated based on the tool,which can be seen as the pre-test results of the experiment.A questionnaire will be created according to the problems reflected in the results,so as to master the current situation and causes of comprehensive geographic thinking in senior high school students.This paper puts forward a cultivation strategy and teaching design method of comprehensive geographic thinking for senior high school students based on SOLO Classification Theory,and carries out teaching experiments in experimental classes.Finally,the experimental class and control class will be post-tested to verify the effectiveness of the cultivation strategy and teaching design.The results are as follows:(1)At present,the comprehensive thinking level of most senior three students can reach the single-point structure and multi-point structure level,but the achievement rate of correlation structure and extended abstract structure level is low,and the number of students is small.The problems of students’ comprehensive thinking include: Poor grasp of basic knowledge and insufficient ability to construct knowledge network;Lack of consciousness of thinking connection and integration ability of elements;Lack of knowledge application ability,difficulty in dealing with new situations;Weak space-time dynamic consciousness,space-time evolution problems such as lack of reasoning ability.(2)In view of the above problems,the cultivation strategy of comprehensive geographical thinking is put forward,guided by SOLO classification theory: Lay a solid foundation of geography and construct knowledge network;Build thinking venation and ideas of solving problems;Strengthen thematic variant training to improve migration ability;Attach importance to dynamic changes and improve space-time synthesis.Teaching design is carried out according to the SOLO Classification Theory,and the design method under the guidance of SOLO classification theory is illustrated.(3)The thinking training strategy and teaching design were applied to teaching in the experimental class for one month.By comparing the results of the experimental class and the control class before and after the experiment,it can be concluded that SOLO Classification Theory can improve students’ comprehensive geographical thinking on the whole,especially in factor synthesis and space-time synthesis dimension,but not in local synthesis dimension.