Research On The Comprehensive Thinking Accomplishment Test Of Geography College Entrance Examination Paper And Its Teaching Response

In order to fulfill the educational task of "cultivating morality andcultivating people",the Ministry of Education advocates that students' literacy should be cultivated.The trend of college entrance examination is also changing from "ability" to "accomplishment".As an examination for selecting talents,college entrance examination has guiding function for teaching.Therefore,the research on cultivating students' core accomplishment has become a hot spot.As the basic idea and method of geographic core literacy,comprehensive thinking literacy is the research hotspot of geographic core literacy.Throughout the research results,it is found that the research on comprehensive thinking literacy mainly focuses on the definition and cultivation of the concept of comprehensive thinking literacy,while the research on comprehensive thinking literacy in college entrance examination papers is relatively few.Comprehensive thinking literacy is the key object of the college entrance examination for geography subjects.Studying the situation of comprehensive thinking literacy in college entrance examination papers can not only provide reference for the geography review of senior three,but also provide reference for the follow-up study of comprehensive thinking literacy.Based on the characteristics of different levels of comprehensive thinking literacy,this paper makes a thorough study on the examination of different levels of comprehensive thinking literacy in the new curriculum standard of college entrance examination in the past five years.It is found that the examination papers focus on the examination of comprehensive thinking level three and level four,while the examination of level one and level two is relatively less.Find out some of the college entrance examination questions,and use Conquest 3.0,a measurement software of Rasch model,to evaluate the comprehensive thinking literacy of the students in three or four classes of key senior high schools in a province.Through the analysis of the test papers,it is found that the reliability of the test papers is 0.887 > 0.7,the reliability is higher,the discrimination is 0.993 > 0.4,the discrimination is better,the value of Outfit MNSQ and InfitMNSQ is between 0.75 and 1.25,and the reliability of the test papers is higher than0.993 > 0.4.Model fitting shows that the test paper can make a more comprehensive and objective evaluation of the difficulty and students' ability.Whitechart shows that the distribution width of students' ability is about 3.5 logits,the distribution width of test difficulty is close to 4 logits,and the ability level of students is lower than the difficulty level of test questions,which indicates that the comprehensive thinking literacy level of students is still lower than that of college entrance examination.Finally,combined withthe analysis of students' answers,the problems of students' comprehensive thinking literacy are found out,and the strategies of cultivating comprehensive thinking literacy and teaching design cases in geography review of senior three are put forward.This study provides abundant empirical materials for the study of comprehensive thinking literacy in geography,provides ideas and directions for teachers to cultivate students' comprehensive thinking literacy in geography,and improves students' comprehensive thinking literacy consciousness.