当今人类社会已经进入高度信息化时代，地理信息技术及其空间分析的运用已经渗透在经济发展与社会生活的各个领域，地理空间思维也成为21世纪公民的必备素养。地理学科因其特定的空间传统和空间特性而在地理空间思维的培养中占据主要阵地，需将地理空间思维作为地理学科能力与核心素养培养的关键内容。本研究将理论研究与实证分析相结合，主要对地理空间思维的内涵构成及其测评展开了研究，研究过程如下：
地理空间思维评价体系的构建。整体思路分两步走，一是在文献梳理的基础上明确地理空间思维的内涵界定、维度构成与水平划分，对地理空间思维评价体系进行初步构建；二是通过专家咨询法完善评价体系，以获得专业领域的权威意见与认可，从而提高评价体系构建的科学性和合理性，并基本完成定稿。
实证研究与分析。以所构建的地理空间思维评价体系为依据，研究了三届我国中学生地理奥赛中的相关试题，总结出我国中学生地理奥赛对地理空间思维的考查特征，包括整体考查比重较大、涉及重要地理主题与热点地理议题的多个方面、地理空间概念的复杂性程度较高、地理空间表征工具的类型多元而灵活、关注地理空间能力高阶能力的考查等方面。另外，基于该评价体系以我国第11届中学生地理奥赛部分试题为测评工具对学生的地理空间思维表现展开测评，共包含三大流程。首先利用基于单维Rasch模型的Winsteps软件检验了测评试题的质量，结果表明相关数据符合基本要求。接着通过该软件计算出测评试题的难度值与学生表现的整体能力值，对预设的水平划分层次进行验证和修订，同时明确了水平一、水平二与水平三的水平分界值。然后利用修订后的水平层次体系分析学生的地理空间思维整体表现水平，发现位于水平三的学生较少，且高水平的学生表现不够突出。最后，利用基于多维Rasch模型的ConQuest软件计算出学生在地理空间思维不同维度上表现的能力值并进行分析，发现存在对简单维度地理空间概念的掌握不足、对地理空间表征工具的虚拟表征类型运用不够熟练、在地理空间能力的多项高阶能力表现不够理想等问题。
提出培养策略。本研究基于测评结果提出了四点培养策略：立足空间视角下的地理学思想方法，深化地理空间思维的关键学科素养；建构地理空间概念体系的逻辑关联，提升对复杂地理空间问题的综合分析技能；活用多元化的地理空间表征工具，优化地理空间信息的获取与整合能力；开发地理空间主题项目式学习课程，落实地理空间能力的实践应用。
基于研究过程和结论，本研究探讨了地理空间思维的理论构建和实证测评，为相关研究与教学实践提供了一定理论借鉴与实证依据，但依然存在值得进一步拓展和深入的空间，因此在研究最后也提出了相关展望。

The human society in present-day has entered the distinctive era of information, where the application of geographic information technology and its spatial analysis has penetrated various fields of economic development and social life, making geospatial thinking an essential quality for citizens in the 21st century. Due to the specific spatial tradition and characteristics, geospatial thinking has urged geography to become the main measure of the cultivation, which needs to be taken as the key content of the development of geography academic and core literacy. This thesis combines theoretical research with empirical analysis, mainly studies the connotation and evaluation of geospatial thinking. The research phases are as follows.
The construction of geospatial thinking evaluation system. The overall idea is divided into two steps. First is to clarify the connotation, dimension composition and level division of geospatial thinking based on literature research, and to initialize the evaluation system of geospatial thinking. Second is to improve the evaluation system through expert consultation to obtain authoritative opinions and recognition in the professional field, improving the rationality of the construction of the evaluation system. The finalization of the manuscript is roughly completed in this phase.
The empirical research and analysis. Based on the constructed evaluation system of geospatial thinking, relevant test questions in three Geography Olympiad for Middle School Students of China were studied, the characteristics of the examination of geospatial thinking, including that the proportion of the overall examination is relatively large, the involvement of important geographic themes and hot geographic issues is relatively high, the types of geographic representation tools are diverse and flexible, the focusing on advanced geospatial ability, etc., is therefrom summarized. In addition, some of the test questions of the 11th Geography Olympiad for Middle School Students of China are used as the parameters to evaluate students’ geospatial thinking performance utilizing the evaluation system, which includes three major processes. Firstly, Winsteps software based on one-dimensional Rasch model is used to test the quality of the test questions, the results showed that the correlation indicators are decent. Secondly, the difficulty value of the test questions and the overall ability value of students’ performance is calculated by Winsteps, the division standard of the level hierarchy is determined by verifying and revising the preset parameters. Utilizing the revised level hierarchy, the overall performance of students’ geospatial thinking as analyzed, showing that there are fewer students in the third level, and the performance of high-level students is not outstanding enough. Finally, ConQuest software based on multidimensional Rasch model was used to calculate and analyze the ability values of students in different dimensions of geospatial thinking. It is found that there are issues of insufficient mastery of simple dimensional geospatial concepts, insufficient proficiency in the use of virtual representation types of geographic representation tools, and insufficient performance of multiple high-level capabilities in geospatial ability, etc.
The proposal of the cultivation strategy. Based on the evaluation results, this thesis puts forward four cultivation strategies. One is to deepen the key subject literacy of geospatial thinking by the reflecting method of geography from the perspective of space. Two is to improve the comprehensive analysis skills of complex geospatial problems by the constructing of the logical connection of the geospatial concepts. Three is to optimize the ability to acquire and integrate geospatial information by the utilizing of diversified geospatial representation tools. Four is to implement the practical application of geospatial capabilities by the developing of geospatial themed project-based learning courses.
According to the research process and conclusion, this thesis discusses the theoretical construction and empirical evaluation of geospatial thinking, which provides a certain theoretical reference and empirical basis for related research and teaching practices. The still exists room for further expansion and in-depth study and related outlooks are put forward.