Research On Training Strategy Of Human-Land Coordination View Based On Analysis Of Geographical Examination Questions

Curriculum standards are the basis for teaching and evaluation.In the new round of curriculum reform,it is clearly stated that the core literacy of the subject is the basic idea of the senior high school curriculum,and the cultivation of students' core literacy is the general goal of the senior high school curriculum.The core literacy of geography includes four aspects:human-land coordination,comprehensive thinking,regional cognition,and geographic practical ability.Among them,the concept of human-land coordination,as the most core values advocated under the core literacy of geography,is of great significance to the personal and social development of students.How to cultivate students' view of human-land coordination has become an important aspect of geography teaching in middle schools in China.At the same time,the college entrance examination,which is one of the means of educational evaluation,and the guidance of the classroom teaching of geography core literacy,have also continuously guided the curriculum reform to deepen.In recent years,there have been more and more high-level examination questions that reflect the core literacy examination of geography.Many of the examination questions implicitly or explicitly infiltrate the performance assessment of students' view of human-land coordination.Examination evaluation can make the implicit quality of students 'human-land coordination view explicit,which can reflect the development of students' values more accurately and scientifically.This article adopts a number of survey methods such as literature survey method,comparative research method,expert consultation method and empirical research.Combining the interpretation of the connotation,composition and level division of the concept of human-land coordination in the latest issued "General Senior High School Geography Curriculum Standard(2017 Edition)",Based on the 2015-2019 National Volume Geographical Examination Questions,the test questions that highlight the harmonious view of human-landscape literacy are used as samples to summarize and compare scores in different years.And making focus on the four-level test questions in the academic quality level division,It can be seen from the continuous increase in the proportion of the scores of the level 4 test questions that the requirements of the new course standard are consistent with the level of the test questions.Then,the relevant test questions of Level 4 are interpreted item by item from the test situation,questioning angle,presentation mode,investigation connotation and corresponding syllabus,and summarize the characteristics and trends of this part of the test questions.Based on this,three typical test questions at level 4 and higher questioning frequencies are selected for classroom testing of students.Based on students 'answers,their geographical knowledge,ability,and internalized human-land coordination literacy were quantified and divided into different levels.The inadequacies of students' human-land coordination literacy were mainly analyzed as follows:Incomplete factor analysis and insufficient knowledge of the logical connections between elements.Hardened thinking,lack of dialectical and specific analysis of problems.And at the teacher level,there is a tendency to focus on knowledge transfer and light literacy cultivation.Finally,in response to the above questions:Create problem situations and improve comprehensive cognition;Give full play to the student body and stimulate creative thinking;Construct teaching team,attach importance to the cultivation of literacy and other teaching strategies and case design to effectively cultivate students' view of literacy.This research strives to be able to give play to its measurement and evaluation functions through the analysis of high-level examination questions,improve the effectiveness of teaching,and continuously improve the ability of teachers to cultivate the concept of human-land coordination.