Research On High School Students’ Geographic Subject Ability Development

Under the background of current reform of college entrance examination, geography test pays more attention to the examination of ability. At the same time Geographic Subject Ability is a basic life skill which helps the student grow up in his life and impact the environment. This paper attempts to explore how to develop Geographic Subject Ability by literature analysis, the textual analysis and questionnaire survey which is helpful for students’ ability development and the innovation of the university entrance exam.The first part is the introduction which introduces the proposed origin of the article issues and this paper research significance. It finds out blank or deficiencies in the field on the basis of review of domestic and foreign research for this study, identifies the connotation of Geographic Subject Ability. In addition, article research methods and content outlined.The second part introduces learning theory, education measurement and evaluation theory and so on which lay the theoretical basis for this article.In the third part, the author interprets ability requirements on the basis of the connotation of Geographic Subject Ability and studies the ability of the samples based on new curriculum standard liberal arts comprehensive test 1. From the statistical results, the exams show the tendency of "abilities" in a problem. The exams seldom check Geographical spatial orientation ability and Geographical spatial distribution observation ability solely in a problem, but often check Geographical causality analysis and reasoning ability.The fourth part shows the current problems of the student Geographic Subject Ability by the questionnaire survey analysis. The analysis mainly has the following problems:the goal of Geographical spatial orientation ability didn’t get understanding; the training methods of Geographical spatial distribution observation ability are not flexible; Comprehensive analysis ability of geographical features did not achieve the desired effect; the training content of Geography process description and prediction ability is not clear; the training methods of Geographical causality analysis and reasoning ability is not clear.On the basis of ability requirements of the college entrance examination and students’ Geographic Subject Ability training problems, the fifth part constructs methods of geography subject ability training from the macroscopic and microscopic two aspects. Macroscopic teaching optimization strategies are:building the teaching goal of Geographical Subject Ability development; using a variety of teaching methods and paying attention to students’ active participation; geography teachers should strengthen their own quality. Microscopic optimization strategies are the specific strategies of the elements of Geographical Subject Ability development.In the sixth part, the author puts forward a conclusion and the shortcomings of the study and hopes that subsequent researchers can make a breakthrough.