Teaching Strategies Of Geographical Process Based On Analysis Of College Entrance Examination Questions

The geographical process occupies an important position in the geography and high school geography curriculum system,and has a unique teaching value.However,in teaching practice,students have low scores on geographical process test questions,and there are difficulties in geographical process teaching.How to better teach geographic process and improve the ability of answering questions of geographic process is an issue worthy of attention and discussion.In the context of the increasingly prominent guiding role of the college entrance examination for teaching,for frontline teachers,instead of burying themselves in heavy knowledge transfer,starting from the characteristics of the college entrance examination questions and the difficulty of students answering questions,teaching strategies are proposed,which are more instructive for teaching significance.Therefore,this research studies the characteristics of geographic process test questions and students' difficulty in answering questions of geographic process,analyzes the reasons for students' difficulty in answering questions,and proposes a teaching strategy of geographic process knowledge based on the characteristics of the test questions and the reasons for students' difficulty in answering the questions.This research mainly includes the following six parts.The first part is the introduction.Explain the background and significance of this research,the current research status at home and abroad,research goals and content,research ideas and methods.The second part is the theoretical basis.Determined the basis of education measurement and evaluation theory,humanistic education theory,and PCKg theory.The third part makes an overall statistical analysis of the 2016-2020 national paper geography process test questions from the test scores,question types,test distribution,test content,and test question types.In terms of scores,the scores of test questions account for a high proportion;in terms of question types,the number of multiple-choice questions is more than that of comprehensive questions,and the score of comprehensive questions rises;in the distribution of test questions,they are often found in mandatory modules;in terms of content,physical geography is more than Human geography has repetitive content and does not directly examine the process of earth movement.In terms of types,the types of test questions are comprehensive,and there are many reason-type test questions.The fourth part analyzes the characteristics of the situation,questioning and conception of the geographical process test questions.The situation has the following characteristics:Rich presentation forms;Highlight academic context;Many small-scale areas.There are the following characteristics in setting questions:The characteristics of setting questions are obvious;Small incisions are large in depth;Question chains are set.The conception has the following characteristics:reflects the core literacy of geography;penetrates into the disciplinary thinking method.The fifth part conducts a questionnaire survey and analysis on the current situation and difficulties of the students' geographical process test questions,and further analyzes the students' own deficiencies.After research,it is found that the students' answers to the geographical process test questions are not ideal.The answers to the questions are not reviewed,the key information and implicit conditions are not grasped,and the answers are not asked,not answered the cause and effect,the causal reasoning is wrong,and the colloquialism is serious.There are knowledge difficulties,difficulty in reviewing questions,difficulty in thinking,and difficulty in answer expression when answering questions.It reflects the following shortcomings of students themselves:The basic knowledge is not solid,and the ability to transfer and use is insufficient;The ability to interpret text and diagrams is low,and the consciousness is lacking;The thinking is rigid,and the problem-solving method cannot be used flexibly to solve the test questions;Unable to grasp the key points of the comprehensive questions of geographic process.The sixth part puts forward the teaching strategy of geographic process knowledge based on the analysis of test questions and students' answers.Including the following five points:highlighting the value of subject education and cultivating geographic perspectives;grasping different types of test questions and highlighting the key points of teaching;creating diverse learning situations to play a cognitive role;inspiring thinking through questions,Set up the problem chain;In order to improve the students' ability,summarize the problem-solving methods.The seventh part summarized the basic conclusions of this article,explained the deficiencies of this research and made a prospect.