Geographical Thinking Evaluation System With Thinking Visualization For High School Students

The era of Education 4.0 pays more attention to the development of students’ thinking.The "General Senior High School Geography Curriculum Standards(2017 Edition)" promulgated by the Ministry of Education in 2017 pays attention to the development of geographical thinking of high school students and emphasizes the importance of thinking evaluation.However,due to the unmeasurable nature of thinking,it is difficult to implement thinking evaluation.Thinking visualization can use diagrams to clearly present the thinking path,so as to solve this problem.The research in this paper combines the method of thinking visualization with the evaluation of geographical thinking,aiming to construct an evaluation system of geographical thinking for high school students based on thinking visualization.The research idea is to use appropriate thinking visualization tools to "visualize" students’ geographical thinking,and then evaluate the students’ geographical thinking on this basis,and then draw conclusions and put forward suggestions for improvement.The research process is as follows.The first step is to refer to a large number of literatures to deeply understand "thinking visualization",analyze and summarize the characteristics of different thinking visualization tools,and combine thinking visualization tools with geography teaching.The second step is to explain clearly the relationship between thinking visualization and thinking evaluation relationship,it is proposed to use mind maps to evaluate students’ geography "thinking form",use fishbone diagrams to analyze problems to evaluate students’ geography "thinking structure",and use expressive tasks to evaluate students’ geography "thinking ability";the third step,combined with mind maps,The constituent elements of the fishbone diagram,under the guidance of SOLO classification theory and other theories,initially established indicators and constructed an evaluation system,and then revised and adjusted under the guidance and suggestions of expert questionnaires to determine the final "evaluation system for high school students’ geographical thinking based on thinking visualization";The fourth step is to apply the evaluation system to classroom practice,draw conclusions from practice and analyze it;the fifth step is to put forward improvement suggestions from both aspects of teachers’ teaching and students’ learning according to the conclusions drawn and the current teaching situation,so as to promote The cultivation of geographical thinking of high school students.The results of teaching practice show that the use of thinking visualization method and evaluation feedback in geography teaching is conducive to the improvement of students’ geography scores,and the two classes with similar geography achievement levels are selected for comparative teaching,and the classes using thinking visualization methods are better than the classes using the previous ordinary teaching methods in terms of average score,excellent rate,and pass rate.In terms of thinking form,using the mind map to evaluate the thinking form shown by students in the same geographical task,it was found that the logical thinking of boys was superior,and the image thinking of girls was dominant.In terms of thinking structure,the same student uses fishbone diagrams to analyze the same geography exercises,and the student’s geographical thinking structure level will also improve as the grade increases;in terms of thinking ability,the overall level of geographical thinking ability of students in different levels of classes is different,and the thinking ability of fast classes is generally better than that of slow classes.On this basis,suggestions for improvement are put forward.In daily teaching and learning,teachers and students should pay more attention to the subject of geography;before class,during class,and after class,they should make good use of thinking visualization to improve teachers’ teaching Effects and students’ learning outcomes;pay attention to the use of evaluation scales,teachers adjust teaching strategies in time to promote teaching during evaluation,and students give timely feedback during evaluation to promote the comprehensive development of geographical thinking.