Research On Effective Teaching Strategies Based On Context Analysis Of College Entrance Examination Geography Question

The "2017 edition of the General High School Geography Curriculum Standards" first proposed the core literacy of geography,emphasizing the cultivation of students’ comprehensive geographical thinking and ability to solve practical problems,and clearly pointed out the use of students’ behavior and performance in specific problem situations to evaluate the development level of core literacy.At present,the number of situational test questions in the college entrance examination is gradually increasing.However,teachers still face certain difficulties in solving complex situational test questions and commenting on test questions.Based on this,this study starts from the development of the Situation Analysis Scale for the Geography Exam of the National College Entrance Examination.By analyzing the dimensions of the test situation,it summarizes the rules of the test question formulation,and provides strategic support for the formulation of simulated test questions,the improvement of the test question evaluation mode,and the selection of teaching modes.This article mainly includes the following content:The first part,Introduction.By reading domestic and foreign literature on question analysis and question context research,and based on existing research,determine the research background,significance,and methods based on the geography test questions of the college entrance examination.The second part defines the core concepts and theoretical methods of the study.While clarifying the core concepts,determine the theoretical guidance significance of situational teaching theory,reverse teaching design theory,and SOLO theory for situational analysis of geography test questions in the college entrance examination.The third part is the development of a situational analysis scale for the geography exam questions in the college entrance examination.Based on Luo Riye’s "Situational Typology" as the main framework,a test question situational analysis scale was constructed.Through expert consultation,the first and second level dimensions were determined to ensure the scientificity and reliability of the scale,and to create a model for subsequent test question situational analysis.The fourth part is the situational analysis of the geography exam questions in the college entrance examination.Based on the national geography test papers and local proposition(new college entrance examination area)test papers in recent years,the structural characteristics of the test questions are obtained and the rules of the proposition are analyzed through the analysis of the test question situation analysis scale,providing strategic support for effective teaching of college entrance examination preparation in the future.The fifth part is a questionnaire survey on the situational teaching situation of high school geography teachers.A survey questionnaire was constructed to investigate the integration of context into the teaching design of high school geography teachers.The questionnaire was conducted from three aspects: "attitude towards integrating context into teaching","role of situational teaching",and "implementation of situational application in teaching",providing a preliminary understanding of the use of situational teaching by frontline teachers.The sixth part proposes teaching strategies based on situational analysis of geography test questions in the college entrance examination.Based on the analysis and research results of the test questions in the above chapters,propose strategies for preparing for the geography exam in the college entrance examination;The specific application cases of the classroom evaluation mode for test questions and the unit teaching review course mode.The seventh part,Conclusion and Prospects.This article constructs a situational analysis scale for the college entrance examination geography test questions,and analyzes the national and local college entrance examination geography test questions based on this scale.The characteristics of the test questions are used as guidance for the geography preparation stage of the third year of high school.However,due to the fact that the secondary dimension of the scale is relatively lengthy in the development of the situational analysis scale for test questions,it has brought difficulties to the evaluation.