综合思维是地理学科核心素养的重要组成部分，其科学测评对于教学诊断与命题优化具有关键作用。本研究基于《普通高中地理课程标准（2017年版2020年修订）》，融合SOLO分类理论，构建了包含16个子维度的综合思维测评框架，引入了情境复杂度指数（SCI）和调节系数（K），以解释思维要求与实测难度之间的偏差。通过对2025年某市高三期末地理Ⅱ卷中3组共9道小题的实证分析，验证了该测评体系的科学性与可操作性。研究发现，学生的空间因果推理、系统网络整合及批判创新思维能力普遍薄弱，高阶思维两极分化明显；情境复杂度对难度具有显著放大效应，SCI与K值的正相关趋势验证了这一关系。基于双指数函数构建的难度预估模型平均绝对误差为0.12，这一误差水平表明该模型能够较为可靠地预测试题难度。因此，本研究成果可为综合思维的教学诊断及命题优化提供理论依据和实践工具。

Comprehensive thinking constitutes an essential component of the core competencies in senior high school geography, and its scientifi c assessment plays a pivotal role in instructional diagnosis and item design optimization. Grounded in the Senior High Schoo Geography Curriculum Standards (2017 Edition, Revised in 2020) and integrated with the SOLO taxonomy, this study developed the Comprehensive Thinking Assessment Framework, which comprises 16 sub-dimensions. Additionally, the Situation Complexity Index and the adjustment coeffi cient K were introduced to account for discrepancies between cognitive demands and empirically observed item diffi culty. Through an empirical analysis of nine sub-items across three sets of questions from the Geography Paper II of a city-level senior high school fi nal examination in 2025, the scientifi c validity and operational feasibility of the proposed assessment system were verifi ed. The fi ndings reveal that students exhibit pervasive weaknesses in spatial causal reasoning, systemic integration and causal analysis, and critical and innovative thinking, with pronounced disparities in higher-order thinking performance. A signifi cant amplifi cation eff ect of situational complexity on item difficulty was observed, corroborated by a positive correlation between SCI and K. The difficulty prediction model, constructed on the basis of a double exponential function, yielded a mean absolute error of 0.12, indicating a satisfactory level of predictive accuracy. Consequently, the outcomes of this research can off er both theoretical underpinnings and practical tools for instructional diagnosis and item design optimization of comprehensive thinking.