Research On The Construction And Application Of Geography Test Evaluation System Of College Entrance Examination Based On Discipline Accomplishment

Under the background of the continuous deepening of the current domestic new curriculum reform,the college entrance examination proposition has changed from the traditional examination of knowledge and ability in the past to the current examination of literacy.This means that the geography exam questions are no longer deliberately pursuing the past propositional ideas that purely test students' knowledge and abilities,but instead favor the proposition model whose main purpose is to test students' literacy level.Affected by the differences in the questions given by the questioners,the degree of literacy examination reflected in each geography test question of the college entrance examination is different,which has a great influence on whether the true level of student literacy can be effectively measured.Examination questions with high literacy test levels can truthfully reflect the level of student literacy,reflecting the selection mechanism of the college entrance examination with emphasis on literacy as the core;on the contrary,test questions with low literacy test levels cannot evaluate the level of student literacy.It also greatly weakens the talent selection function of the college entrance examination,which is contrary to the current concept of quality education and is not conducive to the transformation and development of the college entrance examination in the future.Therefore,it is particularly important to construct a set of evaluation system that can effectively and scientifically evaluate the literacy level of the high-level examination questions at this time.Based on this,this article conducts an in-depth study on the construction of the evaluation system of the geography examination questions under the subject quality.First of all,after studying a large number of documents one by one and analyzing the content of the latest college entrance examination evaluation system,this article establishes the relevant basic theories of geographical education measurement and evaluation,cognitive psychology,and system theory.Then,guided by basic theories,under the original first and second level discipline literacy index system,a three-level indicator evaluation dimension was established from the perspective of the "four wings",and three levels were established from the three aspects of context,subject content,and geographic core literacy.Index connotation,36 three-level indicators are preliminarily divided,using the expert questionnaire consultation method,combined with the analytic hierarchy process and the expert ranking method,to calculate the weights of the indicators at all levels,thereby constructing the subject literacy that can be used for direct evaluation Evaluation system of geography examination questions for college entrance examination.Finally,use this evaluation system to evaluate and study the geography test questions of the National College Entrance Examination Volume I from 2018 to 2020 and the second round of simulated test questions in the three regions of Guangdong Province(Guangzhou,Shenzhen,and Zhuhai)in 2020.The research results show that the three-year college entrance examination geography test questions have higher scores on the subject literacy examination level,reaching68.2 points,70.3 points and 75.2 points respectively,while the second round of simulated test questions in the three places in Guangdong(Guangzhou,Shenzhen,and Zhuhai)are scored.Generally low,61.1 points,59.5 points,and 58.5 points,respectively.Aiming at the current situation of the examination of subject literacy in the college entrance examination questions,this article proposes suggestions on the composition of the college entrance examination questions from four aspects: 1.The integration of knowledge points between disciplines.Second,the test questions should pay attention to practical operability.Third,we must increase the openness of the test questions.Fourth,strengthen the degree of innovation in the form and content of the test questions.In view of the current situation of subject literacy in the simulated test questions in the three places in Guangdong,relevant suggestions are put forward that the selection of the situation of the test questions should match the students' cognitive level,and the content of the text and diagrams of the test questions should be simplified.