Research On The Cultivation Of Comprehensive Geographical Thinking Of High School Students Based On SOLO Theor

With the promulgation of the new curriculum standard of general high school in 2017,the research of comprehensive thinking in geography has been increasing.Combined with the changes of college entrance examination evaluation system and talent selection standard in China,the students’ individual subject core literacy has become an important focus.In addition,the new curriculum standard advocates the evaluation of the thinking structure based on the " Structure of the Observed Learning Outcome " theory in the teaching implementation suggestions.And the new curriculum standard emphasizes that the development of the core literacy of students should be scientifically evaluated in teaching,aiming to gain positive feedback for effective teaching.Those are the important backgrounds and bases for the study of this article.This paper uses the literature research method to clarify the current research progress on comprehensive thinking and SOLO theory.It investigates senior high school geography teachers and students through the questionnaire survey method and the test question method respectively.By using the methods of statistical analysis and summary,this paper puts forward the ideas and ways of cultivating senior high school students’ geographical comprehensive thinking based on SOLO theory.Then carried out teaching practice,specifically analyzed the training effects.The main research contents and conclusions are as follows:(1)Construct a paper-and-pen test level evaluation framework for students’ comprehensive thinking,and develope a multi-level grading standard for test questions.The main reference theory for evaluating comprehensive thinking is the "SOLO Theory".On the basis of conforming to the research point,the hierarchical evaluation framework of students’ comprehensive thinking is constructed.The implementation of diagnosis mainly relies on subjective test questions,selects and compiles diagnostic questions for evaluating students’ comprehensive thinking in advance as needed,and develops a multi-level scoring standard based on the comprehensive thinking hierarchy evaluation framework,which makes the scoring operability,and the specific assignment is flexibly changed according to the students’ logical expression and degree of convergence.(2)Clear the current situation of the cultivation of senior high school students’ geographical comprehensive thinking based on SOLO theory.The following conclusions are drawn from the survey of teachers:①teachers’ understanding of comprehensive thinking needs to be deepened;②teachers pay attention to the cultivation of comprehensive thinking,but the cultivation effect is not enough.They generally recognize the role of evaluation in the cultivation,and the main difficulty is not known about the scientific training path;③Teachers think that SOLO theory can be used for comprehensive thinking diagnosis,teaching and training objective stratification,teaching method selection,teaching process promotion,teaching evaluation.④The cultivation of comprehensive thinking mainly includes understanding comprehensive thinking,scientific diagnosis,determination of multi-level goals,the use of a variety of methods,classroom problems advancing,knowledge construction and so on.The following conclusions are obtained through the student test:①The overall level of comprehensive thinking of the class students is low;②the development of individual thinking structure of students is uneven;③students’ geographical knowledge foundation is weak;④Students’ ability to use problem situation is low,and their ability to transfer and expand is insufficient.(3)In view of the investigation of comprehensive thinking cultivation,the concepts and approaches of the cultivation of comprehensive thinking of high school students in geography based on SOLO theory are put forward.The cultivation of senior high school students’ comprehensive thinking in geography based on SOLO theory includes basic ideas and main teaching approaches,of which the basic idea is guidance,and the application of teaching approaches to implement training is the support of comprehensive thinking evaluation,and vice versa,the evaluation can provide feedbacks for teaching and training.In the specific training process of comprehensive thinking,it takes the goal as the orientation,covering the specific content of the hierarchical teaching goal and the students’ individual thinking development advanced goal;With method as the guidance,the combination of various teaching methods and effective classroom guidance;With process advancement as the driving force,multi-level situation and problem chain are included in task solving;To improve the quality as a result,pay attention to the construction of teachers and students’individual meaning construction.(4)The practice of cultivating senior high school students’ geographical comprehensive thinking based on SOLO theory was carried out,and the training effect is good.To understand the development and change of students’ thinking structure level before and after training,two methods are adopted:the subjective test analysis before and after answering test questions based on test papers and the comparative analysis of students’ performance based on periodic tests.Statistics show that the level of students’ thinking structure has been developed in different degrees,and their geography performance has been improved,which indicates the feasibility and effectiveness of SOLO theory to cultivate students’ comprehensive thinking of geography.