Research On Map Cognitive Ability Of High School Students In Guangxi Under The Vision Of Academic Level Examination

Effective and valuable geography teaching will have a profound impact on students' present and future study,work and life,and a good geography industry level assessment is a powerful quantitative tool to test the effectiveness of learning.As the "second language" of geography,the map naturally plays a key role in the formation of students' core literacy and the evaluation of academic quality.Therefore,by deconstructing the subject logic and changing trend of map in academic level test,it can provide reference for improving students' map cognitive ability to academic quality.At present,high school students are low and lack scientific learning methods and improvement strategies;and the research of frontline teachers on academic level test and map cognitive ability needs to be strengthened.Based on the essential characteristics of map and the subject logic in the academic level examination,with the theoretical basis of map,pedagogy,measurement and the practical feasibility,this study tries to construct a theoretical framework and scheme of map cognitive ability pointing to the academic quality level.The main research contents and conclusions are as follows:Chapter ? is the introduction section,which briefly summarizes the background and significance of this research,research purpose and main content,the definition of related concepts,domestic and foreign research status,research methods and technical route,to lay the foundation for the following research.Chapter ? is to explain the subject logic,educational logic and cognitive logic of map from the three perspectives of geography,pedagogy and measurement,and to deconstruct the interdisciplinary significance and possibility of comprehensive consideration of map in the academic level examination.Chapter III tries to see that,from the perspective of examination evaluation,The 2018-2020 Guangxi Zhuang Autonomous Region geography level examination was selected as the research sample,From the general situation of the questions,the overall structure of the change trend of the map: in the past three years,the map related questions cover all the multiple choice questions and comprehensive questions,The proportion of the map in the comprehensive question remains 100%unchanged,The score proportion in multiple choice questions is about 70% on average;The form of geographic information presented by the map in the test paper,That is,students need to combine the examination content and the test situation,By answering specific questions by reading the directional geographic information implied by the map,Especially the use of the map of the life;Many types of maps,Attach importance to the schematic diagram of the geographical process and the integrity and difference of the geographical elements of different regions.This paper puts forward map learning and teaching suggestions,such as emphasizing regional geography teaching and learning,strengthening the cultivation of map cognitive ability,and consciously strengthening students' "proposition person" map thinking cultivation.Chapter ? investigates the cognitive ability of high school students in Guangxi from student cognition,teacher accomplishment and classroom teaching research.The questionnaire results of the existing map cognitive level of high school students show that overall,students 'map cognitive ability needs to be improved,especially map practice ability,overall ability level: map perception and perception ability> map observation and observation ability> map making ability> map reprocessing ability> map technology application ability> map practice ability;different groups of map cognitive level,girls map perception and other image thinking ability is stronger than boys,boys' map processing and other logical thinking ability is higher than girls,students with better academic performance of map cognitive ability is higher.The teaching consciousness of map needs to be strengthened and the teaching process,rational thinking,theoretical study and research,problem chain design,block organization,practical experience,participation,geography evaluation and innovation of geography operation.The function and value level of map mining in class is low,the map expression and presentation mode are insufficient,and the instrumental tendency of map is obvious.It is suggested that the classroom teaching pointing to the cognitive ability of map should pay attention to the influence of students 'personality factors,subjective feelings,rationality of map arrangement and teachers' status on the classroom teaching effect.According to the problems reflected in the above survey,it reveals the urgency and necessity of constructing the framework system of map cognitive ability,and the specific teaching cases are given for reference from the micro level,so as to provide a practical basis for achieving the research purpose of "promoting teaching by evaluation,promoting learning by evaluation,and promoting evaluation by evaluation".Chapter ? on the basis of the existing theories,brief and comprehensive to construct students' map cognitive ability system from the cognitive process of map learning and the dimension of map cognitive ability based on problem solving,the specific contents include: the cognitive psychological process of map learning is "map perception,map thinking in the brain,and geographical concept memory-constructing the application of geographical concept to complete the learning transfer";the dimension of map cognitive ability based on problem solving can be divided into: map reading,comprehension,drawing research,extraction force,drawing,application force,map analysis-thinking force,drawing-expression force;the map problem solving path pointing to map cognitive ability can be decomposed into four steps: the formation of map problem,map problem characterization and classification,map problem solving plan and implementation,and map problem interpretation.And paper gives specific teaching cases for reference.Chapter ? in the study of academic level examination map trend and examination advice,Guangxi high school students map cognitive ability analysis,high school map teaching teaching advice,pointing to the academic quality standard of high school map cognitive ability system and so on the main conclusion is summarized,the shortcomings,further put forward the construction test research model and map cognitive ability model and other future research outlook.