| In 2017,the Ministry of Education officially promulgated the “Geography Curriculum Standards for Senior High Schools(2017 edition)”.Based on the characteristics of geography,it condensed the core literacy of geography,developed academic quality standards and enhanced guidance.Among them,the comprehensive thinking literacy is not only the prominent embodiment of the comprehensiveness of geography,but also the basic ideas and methods in the core literacy of geography,including three aspects of factor integration,space-time integration and local integration.It is an important thinking quality and ability for students to analyze and understand the geographical process,geographical law and human-land relationship system.This paper takes the national college entrance examination geography process questions from 2020 to 2021 as the research object,a total of 22 sets of papers and 81 questions.The research methods adopted include literature method,statistical analysis method and case analysis method.Through the statistical analysis and case analysis of the comprehensive thinking of the geography process test,the teaching enlightenment of the comprehensive thinking literacy training based on the test analysis is obtained.This paper consists of six parts:Part Ⅰ: Introduction.This part mainly analyzes the research status of geographical process and comprehensive thinking through literature review,and expounds the research background,research significance,research content and research methods of this paper.Part Ⅱ: Definition of relevant concepts and theoretical basis.This part mainly defines and explains the related core concepts such as geographical process and comprehensive thinking,classifies the geographical process questions,summarizes the dimension combination types and dimension deconstruction of comprehensive thinking,expounds the correlation between geographical process and comprehensive thinking,and expounds the theoretical support of constructivist learning theory,educational evaluation and measurement theory and multiple intelligence theory for this study.Part Ⅲ: Test selection and overall analysis.This part is the selection of 22 sets of geography test questions,screening out the penetration of comprehensive thinking of geography process test questions,and the overall analysis of the test questions,mainly including the question type and question quantity distribution statistics,geography process test question type statistics,scene material extraction and classification statistics.Part Ⅳ: The statistical analysis of comprehensive thinking literacy in geography process test.This part is the core content of this study.Through the statistical analysis method,the combination of four types of comprehensive thinking dimensions and the deconstruction of comprehensive thinking dimensions of geographical process questions are statistically analyzed,and typical examples are selected from the four types of geographical process questions for examination and analysis.Part Ⅴ: The teaching enlightenment of comprehensive thinking training based on the analysis of geography process questions.This part is based on the characteristics of the test questions obtained in the fourth part,puts forward the corresponding teaching enlightenment for the cultivation of comprehensive thinking quality,and gives the corresponding teaching design fragments.Part Ⅵ: The main conclusions,research characteristics,innovation points and shortcomings of this study,as well as the prospects for future research. |
