Research On The Level Of Geography Test Questions Based On Comprehensivethinking Literacy

The newly revised high school geography curriculum standard in 2017 establishes a geography curriculum based on the core literacy of geography disciplines,innovates and cultivates the core literacy learning methods of geography disciplines,and establishes a learning evaluation system based on the core literacy development of geography disciplines,so as to cultivate students with geography disciplines.The basic concept of core literacy,in order to implement the fundamental task of "Lide Tree People".A prominent feature of geography is its comprehensiveness.Facing the complex geographical environment,students need to understand and explain the geographical process,analyze the characteristics of the geographical environment,and summarize the geographical laws.Although the concept of core literacy is defined abroad,there are not many specific researches on the core literacy of geography.Domestic scholars put the research perspective of geographic core literacy on the example of geography classroom teaching.This study mainly focuses on the content analysis method,and uses the four levels of comprehensive thinking literacy to analyze the questions of the National College Entrance Examination 2016-2018,and draws the following conclusions:First,the comprehensive thinking level of the college entrance examination geography test covers four levels.The National Volume Ⅱinvolves four levels of comprehensive thinking in the reflection of comprehensive thinking literacy,and is basically consistent with the“Evaluation of Geography Curriculum Standards for General Senior High Schools(2017 Edition)”.Second,the geography of the college entrance examination has different differences in the structure of the questions.The national volume Ⅱcollege entrance examination geography selects the test level of the multiple-choice question as the level of the qualified requirement 2,while the comprehensive thinking literacy in the comprehensive question part mainly focuses on level 3 and level 4,and the questions in the test questions are advanced,from low to low.High question.Third,Second,the choice of questions on the question type structure is mainly level 2,and the comprehensive question is based on level 3 level 4.The biggest adjustments are level 3 and level 4.With the continuous advancement of the new curriculum reform,the National Examination of the National College of Science and Technology Ⅱ has steadily adjusted the examination of comprehensive thinking literacy.In terms of the test title system,the level 3 and level 4 required for the geography level test are adjusted to maximize the students’ Geography learning ability.Fourth,the comprehensive thinking of the college entrance examination geography is diversified.The examination of geography comprehensive thinking literacy ranges from low level to high level,from low level to high level,from single dimension to multi-dimensional,which constitutes the depth of comprehensive thinking literacy.The three dimensions of integrated thinking interact and relate to each other.On the whole,under the educational philosophy of Lide Shuren,the geography test of the college entrance examination actively explores the situation creation and questioning methods suitable for the core literacy assessment of comprehensive thinking.Based on the above conclusions,the author puts forward suggestions on the comprehensive thinking literacy training for geography teaching and college entrance examination geography review.First,focus on the intrinsic links between geographic elements and comprehensively analyze each geographic element.Second,focus on the micro-angle of geographical thinking,focusing on regional internal integrity and differencesThird,the two dimensions of time and space are closely combined to accurately locate the reasonable range of geographical things.