Research On The Ability Structure And Teaching Strategy Of Human Geography In College Entrance Examination Based On Solo Classification Theory

At present,the evaluation of college entrance examination is changing to an important carrier of moral education and a key link of quality education.The research and analysis of college entrance examination questions can play a guiding role in education,teaching and students' development.The comprehensive,social and regional characteristics of human geography make it difficult for teachers and students to master it in teaching.The geography curriculum standard of senior high school condenses the four core qualities of geography,and puts forward that the core qualities can be cultivated by cultivating students' thinking ability.SOLO classification theory can objectively evaluate students' geographical thinking ability,which plays an important role in promoting students' development,improving teaching process and teaching practice.Therefore,with the help of SOLO classification theory,this study makes a horizontal and vertical comparative study on the ability structure and geographical core literacy of the examination questions,so as to reveal the examination methods and characteristics of the core literacy in the geography examination questions of the college entrance examination,and fully meet the requirements of the new curriculum standard,and puts forward the teaching strategies of human geography based on solo classification theory,It provides a reference for the front-line teachers to cultivate students' geographical core literacy more efficiently and accurately.The specific contents are as follows:First of all,using the literature method,combing the SOLO classification evaluation theory and its application,college entrance examination geography test analysis and geography core literacy training strategy and other aspects of the literature,summarizing the current research situation,determine the college entrance examination geography test analysis framework based on SOLO classification theory.Secondly,according to the requirements of the college entrance examination syllabus and the new curriculum standard,this paper constructs the solo structure level division standard of human geography examination questions,and takes the national human geography examination questions from 2016 to 2020 as the research object to analyze the core literacy examination methods of the examination questions.The results show that in the past five years,geography chart has become an important carrier to evaluate students' ability of analysis and information processing,and the choice of test materials is more life-oriented,social hot spot and globalization.significant achievements have been made in the transformation of competence conception and core literacy conception.Most of the questions examine multiple geographical core literacy at the same time,and the literacy performance level is mainly concentrated in Level 2 and level 1.A small number of human geography questions involve Level 3 and level 4 of geographical core literacy.The level distribution of SOLO structure of human geography examination questions is reasonable,and multi-point structure(m)level and relevance structure(R)level account for the main proportion of the examination questions,taking into account the fairness and selection of college entrance examination.Third,in view of the current human geography examination questions,the core quality of geography examination methods and the characteristics of human geography teaching,using case analysis method,put forward the human geography teaching strategy based on SOLO classification theory.First,we should pay attention to the cultivation of subject ability and quality,including strengthening map analysis,enriching teaching cases and improving regional cognitive quality;With the help of mind map,the causal chain is constructed to improve the comprehensive thinking;The integration of natural environment and case teaching are adopted to improve the quality of human land coordination;Carry out extracurricular practice activities to promote the development of geographical practice inside and outside the classroom.The second is to optimize the design of geography teaching and strengthen the classroom thinking teaching,from the setting of teaching objectives,the construction of knowledge system,classroom questioning,teaching mode and process evaluation of teaching methods.