问题解决是学生认知发展中的一个过程，很多认知学家和心理学家认为其是学生认知发展的高阶水平；目前我国的中学地理课程标准也明确强调了问题解决能力提升是我国地理教育的重要目标。但目前对地理问题解决能力的有效测试方案较少，导致一线地理教师很难有针对性提升学生地理问题解决能力。本研究基于王碧梅等学者数学问题解决能力三维测评框架，通过分析问题解决的概念属性、认知模型，结合地理学科特征，初步构建了地理问题解决能力三维测评框架，将维度划分为知识、问题和问题解决三大领域。其中知识领域包含知识内容和知识类型两方面；问题领域包含问题情境水平和问题结构两方面；问题解决领域包含搜索地理知识、获取地理信息、明确地理问题、陈述地理方案四个认知过程；同时以此绘制出测评方式和水平划分方案。之后以此测评框架和评分细则为依据，设计高二学生地理问题解决能力测试卷测评学生在解决地理问题时表现出的能力水平高低；同时结合可能对学生该能力水平产生影响的各项因素，设计针对于高二学生该能力的调查问卷，以期提出对于学生该能力的有效提升方式。

研究发现：高二学生在解决地理问题时表现一般，各方面都有一定发展空间；知识领域方面的抽象程度和问题领域方面的复杂程度均对高二学生的地理问题解决能力影响显著；不同学业水平、学习行为的高二学生的地理问题解决能力存在显著差异；不同性别、兴趣动机、学历期望的高二学生的地理问题解决能力并不存在显著差异。

结合数据结果和教师访谈，一线地理教师可以此为参考提升学生地理问题解决能力：找寻学生基础知识的薄弱环节并对其进行专项强化；积极引导学生学习行为建设；教学中合理利用知识抽象、难度较高、非良构的真实情境下的地理问题；从任务驱动教学、探究式教学、表现性评价等多角度优化教学方式。

Problem solving is a process in students' cognitive development, and many cognitive scientists and psychologists believe it is a high-level level of students' cognitive development; At present, the high school geography curriculum standards in China clearly emphasize that improving problem-solving ability is an important goal of geography education in China. However, there are currently few effective testing plans for geographical problem-solving abilities, making it difficult for frontline geography teachers to improve students' geographical problem-solving abilities in a targeted manner. This study is based on the three-dimensional evaluation framework of mathematical problem-solving ability of scholars such as Wang Bimei. By analyzing the conceptual attributes and cognitive models of problem-solving, and combining with the characteristics of geography, a preliminary three-dimensional evaluation framework of geographic problem-solving ability was constructed. The dimensions were divided into three major fields: knowledge, problems, and problem-solving. The knowledge field includes two aspects: knowledge content and knowledge type; The problem domain includes two aspects: problem context level and problem structure; The field of problem solving includes four cognitive processes: searching for geographic knowledge, obtaining geographic information, clarifying geographic problems, and presenting geographic solutions; At the same time, draw the evaluation method and level division plan based on this. Then, based on the evaluation framework and scoring rules, we designed a achievement test for senior two students to evaluate their ability to solve geographical problems; At the same time, considering various factors that may have an impact on students' ability level, a survey questionnaire is designed for high school second year students' ability, in order to propose effective ways to improve students' ability.

Research has found that high school sophomore students perform mediocrely in solving geographical problems, with some room for development in all aspects; The level of abstraction in the knowledge domain and the complexity in the problem domain have a significant impact on the geography problem-solving ability of high school sophomores; There are significant differences in geography problem-solving abilities among second year high school students with different academic levels and learning behaviors; There is no significant difference in geography problem-solving ability among high school students of different genders, interest motivations, and educational expectations.

Based on the data results and teacher interviews, frontline geography teachers can use this as a reference to enhance students' ability to solve geographical problems: identify weak links in students' basic knowledge and provide special reinforcement; Actively guiding the construction of students' learning behavior; Reasonably utilizing geographical problems in teaching that are abstract, difficult, and poorly structured in real situations; Optimize teaching methods from multiple perspectives such as task driven teaching, exploratory teaching, and performance-based evaluation.