建構高中學生的地理空間思考能力評量方法

Abstract

「地理空間思考能力」係指能同時運用地理知識與空間思考的能力，該能力在現代地理教育發展中越趨重要。臺灣於108課綱(2019)將空間思考納入高中地理選修課程，然而地理空間思考能力抽象且複雜。在高中端的地理教學現場中，教師不易瞭解學生的地理空間思考能力，也不清楚學生的能力程度、思考過程及其學習困難點。目前學界的地理空間思考能力評量，多以標準化選擇題方式進行，雖能大致測得受試者的能力，但無法深入剖析其思考過程及困難點。故本研究嘗試以地理任務及訪談的方式，來評量高中學生的地理空間思考能力，包含任務正確度、思考完整度、心智思考過程及能力階段等。研究成果顯示以地理任務及訪談的方式，不僅能讓受試者運用繪圖、手勢、工具、口語等方式進行補充，更能瞭解學生在思考過程中的困難點及能力掌握程度。藉由新的評量方法，能深入探討地理空間思考能力，且更能充分展現多元的地理空間思考能力。“Geospatial thinking ability” refers to the capacity to integrate geographic knowledge with spatial thinking. This ability has become increasingly important in the development of contemporary geographic education. In Taiwan, the 2019 Curriculum Guidelines for Senior High Schools included spatial thinking in elective geography courses. However, due to the abstract and complex nature of geospatial thinking, high school geography teachers often find it difficult to understand students’ proficiency levels, cognitive processes, and learning challenges. Current academic assessments of geospatial thinking ability predominantly rely on standardized multiple-choice formats. While such assessments can provide a general understanding of students’ abilities, they fail to reveal the underlying thought processes and specific areas of difficulty. Therefore, this study proposes an alternative assessment approach using geography-based tasks and interviews to evaluate high school students’ geospatial thinking. The evaluation focuses on task accuracy, completeness of thought, mental reasoning processes, and developmental stages of ability. The results show that task-based assessments and interviews allow students to express their thinking through sketches, gestures, tools, and verbal explanations, providing deeper insights into their cognitive processes, challenges, and levels of understanding. This new assessment method enables a more comprehensive exploration of geospatial thinking and more accurately reflects its diverse and multifaceted nature.