Analysis Of Geography Test Questions In College Entrance Examination And Research On Training Strategies Based On Comprehensive Thinking Literacy

As a space science,geography is comprehensive and regional,and the physical and human geography phenomena in space have complex and diverse causes,involving the interaction of multiple elements.Therefore,it takes the region as the carrier.Comprehensive and holistic thinking analysis of geographical problems is the basic logic for solving geographical problems,which shows the importance of comprehensive thinking in geographical thinking.And with the introduction of the "General High School Geography Curriculum Standards(2017 Edition)",comprehensive thinking literacy has been officially included as one of the four core literacy of high school geography.When students study geography courses and solve geography problems,comprehensive thinking plays a key role.The college exam questions also attach great importance to the examination of students' comprehensive thinking literacy.Therefore,how to effectively improve students' comprehensive thinking literacy is one of the most important aspects of geography teaching today.This research analyzes the characteristics and laws of the 2016-2020 national paper college entrance examination geography test questions in examining students' comprehensive thinking through literature research methods,statistical analysis methods,and text analysis methods.It mainly includes the examination forms,examination dimensions,examination level and contextual characteristics that are often relied on,frequently used questioning methods,and subject content that are often relied on;and use sample paper analysis to investigate the status quo of comprehensive thinking and existing problems of high school students;finally combine the characteristics of comprehensive thinking literacy examinations in the geography examination questions of the college entrance examination and The survey results of the status quo of comprehensive thinking of high school students provide corresponding comprehensive thinking training strategies and suggestions from three aspects: comprehensive thinking metacognition,comprehensive thinking dimensions,and test preparation.The research conclusions are as follows:(1)The characteristics of comprehensive thinking in the examination form,examination dimensions,examination level,frequently-relied situational characteristics,frequently-used questioning methods,and frequently-relied subject content of the 2016-2020 National College Entrance Examination Geography Examination Questions are as follows: Comprehensive thinking literacy It is the core literacy of geography that has been examined by various paper types over the years;in terms of examination dimensions,element synthesis is the focus of examination,and comprehensive examinations are carried out in combination with time and space integration and local integration;in terms of examination level,level two and level three comprehensive thinking The test questions are mostly;the situations that are often relied on include geographic academic situations and production-related situations.The background areas of the situation are mostly meso-scale areas;the commonly used methods of setting questions include explanation causes,judgment and analysis,and conditional analysis;comprehensive thinking The investigation mostly relies on geographic causality and the subject content of influence,relationship,and meaning.Based on the results of the above statistical analysis,it is concluded that the comprehensive thinking examination of the geography examination questions of the national papers for college entrance examination has the following characteristics: the comprehensive thinking examination is relatively large;the examination of the integrated dimensions of the elements is emphasized;the question group is thought-provoking,and the materials are combined with graphics and text;the questioning method is "reverse regular","small incision".(2)By investigating the status quo and existing problems of high school students' comprehensive geographic thinking,it is concluded that high school students have incomplete comprehensive grasp of elements in comprehensive geographic thinking,inaccurate grasp of element relationships,determination of variables in the integration of time and space,and the effects of variables on geographic events.The impact cannot be accurately grasped,and the local comprehensive aspects cannot be combined with specific areas to give a reasonable regional explanation.(3)Combining the characteristics of the comprehensive thinking literacy test of the geography test questions of the college entrance examination and the survey results of the status quo of comprehensive thinking of high school students,comprehensive thinking training strategies and suggestions are given from the three aspects of comprehensive thinking metacognition,comprehensive thinking dimensions,and test preparation perspectives: in comprehensive thinking metacognition In terms of knowledge,from the perspective of metacognitive knowledge,strengthen the students' basic knowledge of comprehensive thinking;from the perspective of metacognitive skills,design geographic activity task sheets and related metacognitive prompts.In terms of comprehensive thinking dimensions,construct a system of students' geographic elements and deepen students' understanding of the relationship between elements to improve students' comprehensive ability of elements;pay attention to the teaching of geographic process,cultivate students' concept of scale and scale conversion to improve students' comprehensive ability of time and space;Map overlay method to improve students' local comprehensive ability.From the perspective of test preparation,strengthen students' adaptation and application to new situations of test questions,strengthen students' ability to extract information and transform graphics and text,and pay attention to the standardization and professionalism of students' answer language.