The Research Of Geography Exam Proposition From The Perspective Of Subject Core Literacy

With the formal promulgation of the General High School Geography Curriculum Standards(2017 Edition),the geographic key competencies subject has become the center of the geography curriculum in the new period,and the key competencies of the geography subject should be the focus of the geographical examination proposition.This paper firstly analyzes the concept of the geographical examination proposition under the key competencies of the subject through the literature research method,and discusses the test proposition strategy that points to the key competencies of the geographical discipline.The authenticity of the test questions and the developmental function of the test are emphasized;when preparing the test questions,attention should be paid to selecting propositional materials from reality;using the subject perspective to examine the propositional materials,and exploring the questioning ideas with disciplinary thinking;from the characteristics of the test questions Ask questions for evaluation,collect and organize materials around asking questions,create test question situations;then adjust test question situations and question question expressions to make them more realistic;finally set graded scoring standards,which can be based on students' answer results Judging its level in the key competencies of the measured geography discipline,and demonstrating its literacy intention.Then,taking some students in a high school in Nanjing as the target,formulating test questions,organizing exams,and evaluating the key competencies development level of the tested student group and its existing problems,it was found that the overall development level of students' literacy is not high,and each literacy type There are some problems in different performance dimensions,and at the same time,there is an imbalance in the development of various literacy.Finally,for the problems in the performance of the answer,the following teaching suggestions are proposed: 1.focus on question-based teaching;2.carry out thinking structure evaluation;3.focus on the use of realistic materials.