Research On Human Geography Test Of College Entrance Examination In Recent Five Years

With the further development of the reform in geography curriculum,the new curriculum standard has taken the cultivation of geographical key competencies as the main goal.Among them,the harmony of man and nature is one of the geographical key competencies,and also the core and soul of geographical key competencies.Human geography is a subjects on the basis of the theory of human-land relationship,which explores the geographical distribution,diffusion and change of various humanistic phenomena,and the formation and law of development of the regional structure where humans have social activities.In the various questions of college entrance examination,the test questions of human geography examination have the characteristics of flexible changes and close associations with the real life.Teachers and students are more difficult to grasp the law of change,which have brought teachers and students great trouble in learning human geography.Thus,the author have made a research on the questions of human geography test,which can analyze the development of human geography test,and offer help to teachers and students in learning human geography.The author made a summary on the 32 selected questions of 2012-2016 national volume ? human geography test,and respectively made a surface and deep analysis on the examination questions.The surface analysis included the sample questions and the selection of sample tests,the analysis on the proportion of human geography,the analysis on the types of human geography test questions.Deep analysis included the content analysis of examination points and analysis of examination points based on geographical key competencies.The following conclusions were drawn.First,the emphasis on human geography was not enough.Although the proportion of human geography test questions had increased,but it was not stable,indicating that the emphasis on human geography had increased,but the degree of attention was still not enough.Second,the test did not examine comprehensive geographical key competencies.Most questions only examined a certain part of geographical key competencies,and could not examined comprehensively,among which a non-choice major question onlyexamined a component of geographical key competencies,indicating that the examination is not comprehensive,wider range of geographical key competencies should be examined in one question in the future.Third,the test attached more importance to the cultivation of regional cognition,and ignored the concept of human and community coordination and comprehensive thinking.The test laid more emphasis on the the cultivation of students' ability to analyze the regional areas,and mainly focused on the cultivation of students' knowledge and ability,while ignored the students' internal view of resources,environment and other views of coordination between man and land,and cared little about the cultivation of geographical comprehensive thinking across time and space,from multiple perspectives and factors.Fourth,the test did not attach importance to the examination and training of geographical practice ability.It attached more importance to the cultivation of students' ability to analyze regional areas,but ignored the basic ability of students-the cultivation of geography practice ability.