Research On The Cultivation Strategy Of High School Students’ Geographical Knowledge Acquisition Ability From The Perspective Of College Entrance Examination Evaluation System

The geography course of senior high school is a basic subject which connects with the geography course of compulsory education.In order to actively respond to the national educational reform policy,implement the fundamental task of cultivating morality and people,develop quality-oriented education,promote educational fairness,and train socialist builders and successors with all-round development of morality,intelligence,physical fitness,the United States and labor,this paper tries to take "Strategic research on the cultivation of high school students’ geographical knowledge acquisition ability from the perspective of the College Entrance Examination evaluation system" as the practical research theme.Starting from the key abilities in the concise "four-layer" examination content of "China College Entrance Examination Evaluation System" and the key competences-knowledge acquisition competences-in the first hand,this paper explores the practical teaching of geography in high school and puts forward the strategy of training students’ ability to acquire geography knowledge,so as to deepen the reform of geography curriculum in ordinary high school,promote the scientific spirit,and improve students’ core quality.Effectively promote the development of high school quality education.The specific research contents are detailed as follows:The first chapter uses the literature research method to consult relevant materials,monographs and academic papers,etc.,to elaborate the research background,research purpose and significance,search and summarize the research status at home and abroad,and determine the research content,methods and routes.In chapter two,five abilities of geographical knowledge,knowledge acquisition ability and geographical knowledge acquisition ability group are systematically defined,and the theoretical basis of this paper is expounded.The third chapter uses the statistical analysis method to sort out the characteristics of the geographical knowledge acquisition ability of the geography questions in the recent three years of national College entrance examination comprehensive paper.In chapter four,questionnaire survey is used to investigate the current situation of front-line teachers’ cultivation of high school students’ geographical knowledge acquisition ability,to understand students’ mastery of geographical knowledge acquisition ability before the implementation of training strategies,and to summarize the problems existing in the cultivation of high school students’ geographical knowledge acquisition ability.The fifth chapter,on the basis of the third and fourth chapters,after the practical research in a middle school in Harbin,Heilongjiang Province,puts forward the cultivation strategy and implementation approach of high school students’ geography knowledge acquisition ability.The cultivation strategies of high school students’ geographic knowledge acquisition ability mainly include the cultivation strategies of geographic language decoding ability,geographic symbol understanding ability,geographic reading comprehension ability,geographic information searching ability and geographic information organizing ability.This paper puts forward the ways to cultivate the geography knowledge acquisition ability of senior high school students from the aspects of teaching objectives,teaching methods,teaching reflection and teachers’ quality.In chapter six,the author of the teaching design of high school students’ geography knowledge acquisition ability training fragments,through the comparison of the results of the early and late test of students’ geography knowledge acquisition ability,teaching students’ performance and feedback,to test the effectiveness of the teaching strategy.Through the teaching practice,the author concludes the cultivation strategies of geography knowledge acquisition ability for senior high school students,and reflects on the shortcomings of this study.Based on the above research content,it can provide some references for front-line geography teachers to fully and accurately grasp the evaluation system of college entrance examination and geography knowledge acquisition ability,so as to carry out more effective and comprehensive geography knowledge acquisition ability teaching and promote the all-round development of students.