A Study On Examine The Regional Cognitive Level Of High School Students And Propose Teaching Responses

"General High School Geography Curriculum Standards(2017 Edition)" clearly proposes the four core qualities of the subject of geography,and the trend of the examination of geographical examination questions in the college entrance examination has gradually changed from "discipline ability" to "discipline literacy".The important position of the college entrance examination is self-evident for high school students and high school teachers,and in the geographical examination questions of the national unified college entrance examination,the examination of regional geography examination questions occupies an important position.Therefore,the study of the high school students' geographical level of cognition is undoubtedly beneficial to teachers and students to better cope with the geographical college entrance examination.Under this background,this article divides the regional cognitive literacy dimension composition,the type of test questions and the regional cognitive level,and explains the division criteria with specific examples in the college entrance examination questions.On this basis,research methods such as literature research method,test question test method,comparative analysis method,experimental method and inductive deduction method are used to conduct detailed research.First of all,the part of the National Geography I of the college entrance examination in the past 10 years from 2010 to 2019 will be taken as the research object,and the statistical analysis of the test level and test characteristics of the regional cognitive test questions will be carried out.Through analysis,it is found that the characteristics of the regional cognitive test examination level are as follows: Level 1 tends to be tested in the form of multiple choice questions,the frequency of the test is high,but the proportion of the score is not high;Level 2multiple choice questions and non-multiple choice questions are equally important,Examination frequency and percentage of scores are high;Levels 3 and 4 are tested bynon-choice questions,but Level 3 has high scores and Level 4 has low scores;The "index" shows that the overall regional cognition level of geographic test papers over the years is mostly concentrated in level two and level three.The examination of questions in various levels of regional cognition reflects the following characteristics: embodying the backbone knowledge and repeating the examination;the combination of graphics and text tends to the mainstream;the background materials fully reflect the direction of the development of the era;the regional spatial and temporal scales are different;the regional cognition three The examination of dimensions is equally important.Secondly,this paper evaluates the regional cognitive literacy level of a total of six students in key schools,ordinary schools,and art schools in a province,and comprehensively analyzes the results of the evaluation and the students' answers.Through analysis,it is found that the regional cognitive ability of high school students has basically reached the requirements of level two,but there is still a certain gap with the requirements of levels three and four;the development of the regional cognitive level of ordinary school students is not necessarily inferior to that of key schools.Each student has certain development potential.Through statistical analysis of the sub-score scoring rate,it is found that the student's scoring rate is basically negatively correlated with the regional cognitive literacy level,but there are also cases where the score rate of individual topics does not match the regional cognition level;The ability to combine geography with life,the ability to read pictures,and the ability to combine pictures and texts are relatively weak,and there is still a large gap between the geographical examination literacy requirements of the college entrance examination geographic questions.Finally,aiming at the problems found in the assessment of the students' regional cognitive test level,a targeted teaching strategy is proposed: cultivating students' ability to process regional information;establishing the concept of space-time scale and cultivating students' spatial positioning ability;A teaching case is designed to improve students 'regional cognition level,and it is expected to provide teaching reference for first-line teachers to cultivate students' regional cognition ability.In 2019,the Ministry of Education issued "China Education Modernization 2035" to indicate the direction for the evaluation and research of geography education.This paper is of great significance for enriching the theory of geographic core literacy evaluation by studying the development status of regional cognitive level of high school students and combining the evaluation data with empirical analysis.At the same time,teaching reform to the instructor will promote the occurrence of effective teaching,and then better respond to the geography college entrance examination also has certain reference value.