21世纪的发展脚步飞快，社会日新月异，对人才的需求呈现出新的变化。学校作为向社会输送人才的重要阵地，教育理念也迅速更新以与时代接轨。地理核心素养的提出为地理学科教学指明了新方向。受地理学科综合性这一性质的影响，综合思维在四大地理核心素养当中占据重要地位。而综合思维的培养中，测评作为一种基本手段和反馈方式，近几年来也有了理论和方法上的突破。

本次研究第一部分通过阅读文献，学习国内外学者对综合思维的内涵界定以及学科核心素养测评的方法，以具备开展研究的理论与实践基础。第二部分遵循测评指标选取原则，以学者经验和课标要求为指导，分级划分综合思维测评指标，以地理各要素综合、时间与空间综合、地方综合为一级指标，进一步细分得到共七个二级指标。第三部分进入重点测评环节，编制测试题目、设计评价量表，以新疆维吾尔自治区乌鲁木齐市某高中高一和高二各一个班级的同学为测试对象实施测试，回收测评结果并展开分析。统计结果反映出学生在锻炼地理综合思维过程中，气候要素仍是难点，空间思维有待进一步提高，因地制宜发展理念尚不深入，地理概念认识不清。针对以上问题，提出了相应的解决思路，期待为一线教学提供参考。

In the first part of this study, through reading the literature to study the definition of Comprehensive Thinking and the methods of subject core literacy assessment by scholars at home and abroad, in order to have the theoretical and practical basis for conducting the study. The second part follows the principle of selecting assessment indicators, and is guided by the experience of scholars and the requirements of the Geography Curriculum Standard of Ordinary High School (Revised 2020, 2017 Edition), and divides the indicators of Comprehensive Thinking assessment in a hierarchical manner, with the comprehension of all elements of geography, temporal and spatial comprehension, and local comprehension within and between regions as the primary indicators, and further subdivides them to obtain a total of seven secondary indicators. In the third part, the test questions were prepared and evaluation scales were designed, and the test was administered to students in one class of senior high school in Urumqi, Xinjiang. The statistical results reflect that in the process of exercising Comprehensive Thinking, students still have difficulties in climate elements, spatial thinking needs to be further improved, the concept of development according to local conditions is not yet deep, and geographic concepts are not well understood. In response to the above problems, corresponding solution ideas are proposed, which are expected to provide reference for front-line teaching.