Test Preparation And Evaluation Of Geography Core Literacy Of Senior High School Students Based On PISA Scientific Literacy

The development of core literacy is an important measure to carry out the educational task of students" Lideshu people in China.The teaching and evaluation of subject core qualities based on the characteristics of disciplines are the important problems facing the deepening reform of quality education in China.The assessment of students' geographical core literacy is an important measure to ensure that the core quality of geography is carried out to the reform of quality education.How to scientifically and effectively evaluate students' geographical core literacy,reflecting the development status of students' core quality,has become the focus of geography education.This paper takes the evaluation of the core quality level of the geography discipline of high school students as a research problem,and uses literature analysis,case analysis and other methods to analyze and explain the reference significance of PISA's scientific literacy assessment to the evaluation of geographical core literacy.On this basis,the use of educational investigation method to compile geographical core literacy test questions,to Kunming M high school senior first and second grade a total of 197 students(high school students a total of 99 students,33 boys,66 girls,high school students a total of 98 people,43 boys,55 girls)as the research object.Based on the assessment of the core of geographical core in Kunming M Middle School,the statistical analysis method is used to analyze the grade difference and gender difference of the core quality achievement of the student's geography subject.The study found that the object's geographical core literacy level has the following characteristics:The study found that the high school students' geographical core literacy level has the following characteristics:(1)Between grades,the level of geographical core literacy in the second grade is higher than that of the senior year,and the overall level of geographical core literacy is not high,and is at the medium level.The evaluation score statistics show that the average score of the sophomore is 39.81 and the high school score is 33.54,indicating that the level of geographical core literacy in the second grade is higher than that of the first grade.The overall average score of the first and second grades was 36.66 points,indicating that the overall core level of geography literacy showed a low level,at a medium level.(2)The level of geographical core literacy level between grades is relatively small.From the results scattered point map can be seen,the difference between the high and low scores of the senior first grade students than the senior second grade,indicating that the high first grade students discrete degree of higher second grade,and the number of high-grade lower-segmented higher second grade more,the test students' geographical core literacy level is lower-middle,some students' geographical core literacy level is too low.The scores(30-50 points)in the grade concentration of second-year students were higher than the scores(20-40 points)in the first grade concentration,only a few students had a higher level of geographical core literacy,and the high-level geo-core literacy level of the senior sophomores was in the middle and upper.According to the level level of the geographical core literacy level of the two grades,it is shown that the level of geographical core literacy between the two grades spans small.(3)The development of the four geographical core qualities is uneven.According to the average score of the four geographical core qualities of the grade,the first grade was 6.74 points,8.99 points,7.85 points,7.89 points,and the high two in the average score of geographical practice,human-to-human coordination,regional cognition and comprehensive thinking.Grade is 7.05 points,11.61 points,8.63 points,8.54 points,the two grades of the four geographical core literacy levels have significant differences,indicating that the high one,senior grade four geographical core quality level development is uneven characteristics.(4)Low-level students with low level of geographical core literacy dimension level have high performance level,and high-level students with low performance level of the level of geographical core literacy dimension level.The statistical results of the number of grade students at the level of geographical core literacy can be seen,and the level of geographical core literacy of high school students is different in different literacy dimensions.Basically,the number of students in the two grades at the lower level of the geographical core literacy dimension(level one,level two)is higher than the number of people at the higher level of the geographical core literacy dimension(level three,level four),for example,in the level of the human-harmonious view dimension,46% of the students in the first grade and the second grade were tested at the level two,27% of the students in the first grade were in the level three,and the second grade had 42 percent of the students in the level of three,and only a few students could reach the level of two grades.In the dimension of comprehensive thinking literacy,the high school has 54% of students,the senior two has 45% in the level two,the high school year only 2% of students,the senior two only 6% of the students reached the level four.(5)The overall geographical core level of girls is higher than that of boys,but the difference is not significant.According to the statistics of the core quality of different gender geographies,the average score of girls is 36.11,and the average score of boys is 35.36,indicating that girls' overall performance is better than that of boys.The average score of the four geographical core qualities of different genders shows that the average score of regional cognition and geographical practice literacy of boys is higher than that of girls,and the average score of comprehensive thinking and human coordination of cognitive literacy is higher than that of boys.This indicates that there are differences in the level of core literacy between different genders.However,the Levene test and t-test of the core quality scores of different gender series and the average score of the four geographical core qualities were tested,and the significance value was greater than the significance level of 0.05,indicating that although the average level of different genders in each core literacy was different,it did not have a significant effect and was not statistically significant.Aiming at the characteristics of the core level of geography literacy of high school students in Kunming M Middle School,some suggestions for improving the core literacy level of geography from the teaching level,the level of geographical core literacy and the evaluation mechanism are put forward: 1,following the law of students' cognitive development and paying attention to the advance of teaching.Paying attention to students' learning,aiming at the individual differences and learning needs of students,the students of different stages should meet the requirements of the level of geographical core literacy level,and adopt the corresponding teaching strategies.(2)To establish a correct view of gender,taking into account the gender characteristics and common characteristics of male and female students,and to construct a learning environment in which both sexes can develop in an all-round way.(3)We should attach importance to the cultivation of the core quality of geography,carry out the relationship between people and land through the classroom,carry out the deepening of the view of people-to-people coordination,improve the development and integration of curriculum resources,cultivate and enhance comprehensive thinking,select regional cases,strengthen regional cognitive literacy,enhance students' hands-on and research ability,and carry out the cultivation of geographical practice literacy in geography teaching.(4)Scientific preparation of the evaluation mechanism of the core quality of geography disciplines.The evaluation mechanism of the core of geography is formulated,such as carrying out the evaluation mode of thinking structure or expressive evaluation,defining the thinking structure to be achieved in the real situation of students to complete a task or specific learning process,designing the evaluation questions and evaluating the classroom teaching activities,and guiding the students to learn cognition,thinking and action in the geographical study.