Analysis And Teaching Strategy Of Geography Examination Questions In College Entrance Examination Based On Solo Classification Theory

College entrance examination plays an extremely important role in China’s education system.With the in-depth development of college entrance examination and curriculum reform,further enhancing the guiding role of college entrance examination in teaching can effectively promote the improvement of students’ comprehensive quality.This paper selects Zhejiang test paper and National test paper used by Jilin Province as the research object,uses SOLO classification theory to classify test questions,analyzes the characteristics of nine test papers in recent three years from the perspective of knowledge breadth,depth and logical thinking,and draws teaching strategies and test preparation strategies based on the characteristics of test questions.In order to provide reference for the provinces that will carry out the reform of college entrance examination,and finally promote the multidimensional implementation of the core literacy of geography.The main conclusions of this paper include the characteristics of the test paper and teaching strategies.Test paper features:1.Multiple-choice questions are mainly multiple-point structure and correlative structure questions,with the majority of multiple-point structure questions and no extended structure questions;There is only one form of non-multiple choice questions in the national paper,but there are two forms of non-multiple choice questions in zhejiang paper: fill-in-the-blank question and short answer question.There are many related structure questions in non-multiple choice questions,and there is no single point structure questions.2.Breadth of knowledge: emphasis is placed on the investigation of physical geography and human geography knowledge.The description of physical geography in the curriculum standard accounts for about 48% of the total description,which shows that more emphasis is placed on the investigation of physical geography knowledge.Affected by the nature of regional geography,there are few questions in regional geography,and most of them are in the form of human geography or physical geography.The questions in national paper are based on specific regions,while a small part of questions in Zhejiang paper are separated from the regional scope.3.Depth of knowledge: Single point structure test questions are mainly distributed in knowing and understanding;The questions of extended structure are mainly distributed in evaluation and creation.It is widely used in multi-point structure examination questions.Analysis is widely distributed in relational structure questions.In Zhejiang paper,the most questions are applied and analyzed,while in the national paper,the most questions are selected for evaluation,so there are more evaluation questions in the national paper.4.Single point structure tests are mainly distributed in judgment;There are "analysis" and "synthesis" in the multi-point,correlation and extension structures,among which "analysis" item has the highest score,while "synthesis" item has less score."Induction" and "deduction" are reflected in all SOLO levels,and most questions focus on "deduction".Both multi-point and correlative structure have "analogy" test,accounting for the middle.The instructional strategy:1.Optimize the design of teaching objectives,carry out the teaching step by step with the training of SOLO classification theory and logical thinking according to different depths of objectives;The number of physical geography classes should be appropriately increased,and the design of physical geography problems mainly focuses on analytical and deductive thinking.According to the requirements of different depth teaching objectives and SOLO classification theory,a variety of teaching methods should be used to enable students to master physical geography knowledge.The teaching of human geography is usually based on regional geography.The design of teaching problems should take into account the relationship between SOLO level and logical thinking.Teaching problems include classroom questions and the compilation of exercises after class,teaching objectives are determined according to the content of the courses taught,and questions are created according to the SOLO classification theory.2.Strengthen teachers’ ability to prepare and select simulated test questions,and the SOLO level,breadth and depth of knowledge and logical thinking of the simulated test questions should be similar to those of the advanced test questions;The review objectives of the first,second and third rounds are defined based on SOLO classification theory,and the goal-oriented review plan for college entrance examination is made reasonably.During the review class,the learning characteristics of different students were met.Combined with the connotation of SOLO classification theory,the review was carried out effectively in the forms of guided learning plan,mind mapping and cooperative learning after creating situations.