Analysis Of The Characteristics Of Contextualized Test Questions And Coping Strategies In Junior High School Geography Examination

The geography curriculum reform requires that students be developed and measured in authentic contexts.This determines that the number of contextualized test questions in the junior high school geography academic level exams will also increase.However,both teachers and students are confused when dealing with geography contextualized test questions.Therefore,it is essential to analyze the characteristics of the contextualized test questions of the junior high school geography academic level exam and find strategies to deal with them.This paper selected the contextualized test questions of junior high school geography academic level examinations from 2012-2021 in Jinan,Shandong Province,for analysis.The main research contents are as follows.First of all,this paper uses the literature method to define the concept of contextualized test questions in geography and analyze the status of contextualized test questions in junior high school geography academic level examinations.Secondly,it clarifies the framework for analyzing the characteristics of junior high school geography academic level examination questions.It applies the text analysis method to analyze the contextualized test questions of the last ten years of junior high school geography academic examination in Jinan City and sorts out the problems students face in answering the questions.Further,the questionnaire and interview methods are utilized to investigate the teachers’ and students’ perceptions of contextualized test questions.The problems of teachers’ and students’ perceptions of contextualized test questions are analyzed.Finally,specific response strategies are proposed and analyzed using teaching cases according to the existing problems.The main findings of the study are as follows.First,the analysis of the academic level examination questions in Jinan City,Shandong Province,in the past ten years from the surface structure reveals that: the test questions come from a variety of sources,the presentation form is rich,the degree of integration of context and questioning is getting higher and higher,and the number and value of contextualized test questions tend to increase substantially.From the deep structure analysis,it is found that: the frequency of small-scale test questions has increased,the test questions that test students’ geographic cause-effect relationship and geographic connection types have increased significantly,and the ability to analyze geographic features and knowledge of geographic feature types have been the top priority of the test.Being analyzed from a core literacy perspective,there are more contextualized test questions that test regional cognition,and contextualized test questions that test the integrated thinking type tend to be more difficult.Overall,the difficulty level of the contextualized test questions is higher than the average difficulty level of the test questions.Second,through the analysis of the test paper,students mainly had the following five problems in answering the contextualized test questions: inaccurate use of geographic concepts,of which there are two main types: narrowing geographic concepts and confusing geographic concepts.The serious problem of misspelled words in the writing process reflects that students’ writing literacy needs to be improved.Poor logical thinking skills in geography and inability to respond to the graphic information provided by contextualized test questions.The phenomenon of thinking stereotypes is serious,unable to break through the inherent perception and unable to analyze the problem according to local conditions.The ability to read maps to extract information is still somewhat lacking,and map reading literacy needs further improvement.Third,teachers’ perceptions of the characteristics of contextualized test questions were largely consistent with the reality of contextualized test questions.However,teachers’ ability to collect and organize contextualized materials for contextualized test questions is weak,and their ability to use contextualized materials for classroom contextualization is limited.Students’ geography subject competence is lacking,and their knowledge of the surface structure of the test questions still needs to be improved.Fourth,corresponding strategies are proposed from three aspects: teaching and research activities,classroom contextual teaching,and practical activities for students.Take the second lesson of Japan as an example to demonstrate in detail the process of contextual teaching of new lessons and analyze and verify the effectiveness of classroom contextual teaching.