Difficulty Analysis Of Mudanjiang Geography Examination Based On Comprehensive Difficulty Model

One of the main ways to evaluate the effect of geography learning in compulsory education is examination.In recent years,with the implementation of the reform of the middle school entrance examination,the implementation of the middle school entrance examination,the comprehensive evaluation and other ways to carry out multiple evaluation of students,so whether there will be a big change in the geography entrance examination questions,for the middle school geography teaching and learning how to update the concept and method,these issues are particularly important.This paper adopts the method of literature review and statistical analysis,and USES the revised comprehensive difficulty model to study the difficulty of geography examination questions in Mudanjiang city in the five years from 2014 to 2018.It makes the comprehensive difficulty model more widely used and provides a new tool for the difficulty analysis of geography questions.At the same time,the paper analyzes the difficulty of the geography examination,which can provide reference for the proposition,and serve as an effective basis for the proposition.The effective analysis of the test questions can also reflect the teaching situation and provide reference value for the future teachers' teaching practice.For students,they will pay more attention to the formation of geography literacy when they study geography.This paper makes a statistical analysis of the five difficulty factors of the geography examination in Mudanjiang city in recent five years,which are "situational intention,cognitive level,logical level,quantity of knowledge points and degree of question opening",draws a scientific conclusion,and puts forward teaching strategies and proposition suggestions.The research finds that: 1.When the test questions create more novel situations,the difficulty of the test questions will be increased.In 2016 and 2018,the difficulty of the test questions' situational meaning is significantly increased.2.When the higher cognitive level requirements,increase the item difficulty,nearly five years in Mudanjiang city geography test cognitive level have a modestrise difficulty,teachers should combine Piaget's cognitive development theory,according to their aptitude,to help students construct knowledge system,promote the students' cognitive level,the proposition according to geography curriculum standard,correct the cognitive level of present curriculum requirements.3.When the more complex logic level,the more likely they were to increase the item difficulty,difficulty of nearly five years in Mudanjiang city geography test logic level although the change is not big,but also to improve students' logic thinking ability in teaching,using the map teaching,form the concept of space,use a mind map geographical elements of the logical relationship,the thesis also should pay attention to when geographic things,contact between geographical elements,highlight the discipline characteristic.4.When knowledge content is too much,can increase the item difficulty,from the past five years in the difficulty of exams in Mudanjiang city geography knowledge quantity analysis,you can see that each question covers knowledge quantity slightly downward trend,in order to increase the utility,students can strengthen reading,expanding knowledge,teaching of teacher knowledge frame,table presents such as knowledge,at the same time pay attention to the filling process knowledge,and proposition should pay attention to each question involves knowledge within the scope of the teaching material,curriculum requirements.5.The test will be more open and more difficult.Nearly five years in Mudanjiang city geography test open degree is reduced from 2014 to 2016,from 2016 to 2018,and a slow rise,so the teaching to improve the value degree,teachers can appropriate studies practice courses,training students' divergent thinking,learning of geography in life,when the proposition must pay attention to the questions should highlight the local characteristics and let students have a sense of achievement to solve the problem of life geography.