Under The Background Of The New Curriculum, It Is Based On The SOLO Classification Theory To Analyze And Study The Test Ability Structure Of The Geography Examination Questions Of The College Entrance Examination

The proposal of the core literacy of geography has provided a new impetus for the innovation and reform of the geography curriculum.The proposal of the core literacy of geography shows the importance of cultivating students’ geographic thinking in subject education.At present,the examination method of the college entrance examination is the only detection method.Therefore,it is important to carry out research on the ability structure of the geography examination questions of the college entrance examination.Considering that The SOLO Taxonomy has advantages in evaluating students’ thinking ability level,I tried to carry out horizontal comparison and vertical development research on the ability structure of the college entrance examination geography test based on The SOLO Taxonomy.The structure and the level of examination of the examination questions are more important,and the proportion of the number of examination questions of each ability level changes.I hope to provide directions for the preparation of senior high school geography teachers in the future,and to provide a reference for the preparation of senior high school students.The main research conclusions are as follows:This thesis combines the obvious advantages of The SOLO Taxonomy in analyzing specific problems.It conducts horizontal and vertical research on the investigation ability structure of the geographical examination questions in the national volume II of the new curriculum standards in 2017,2018 and 2019,and gives examples of single points,Multi-point,relevance and abstraction expand the structure-level real questions,and the specific distribution of each structural level in the related geographical questions of the college entrance examination.The analysis results show that the three-year examination questions are mainly based on the multi-point structure and the level of related structure,focusing on the investigation of students’ regional cognition and comprehensive thinking ability.Relevant structure-level test questions account for the largest proportion,and they are increasing year by year.The Geography Examination Paper of the College Entrance Examination focuses on the level of the core literacy ability of the candidates in the four aspects ofgeography.In this regard,the distribution of the real questions related to the core literacy of geography in the geographical test questions in the national volume II of the new curriculum standards in 2017,2018 and 2019 was compared and classified one by one.Larger,the proportion of human-land coordination view and geographic practice is relatively small,but the proportion is increasing year by year.Combined with the requirements of the 2017 version of the curriculum standards that focus on the cultivation of students’ core literacy,and the distribution of the four ability-level test questions in the real questions of single-point,multi-point,relevance and abstract expansion structure,it is known that the investigation of comprehensive thinking is not just It is limited to the synthesis of important factors,but also focuses on regional synthesis and space-time synthesis,and the test questions flexibly display the form of the dynamic development of element synthesis on the test questions from the perspective of time.Compared with the static analysis that only emphasized element synthesis and regional synthesis,it is more difficult to investigate the comprehensive thinking ability of students.