A Comparative Study On China-US's Proficiency Exam In Geography Academic For Senior High School

The State Council issued the opinion of the State Council on deepening the reform of examination and admission uniforms in the September 4,2014,which marks the full start of the new round of the examination and enrollment system reforming.The deepening reform of examination and enrollment system,which will lead to the curriculum elements reforming inevitably,such as the standard of curriculum,teaching and evaluation.The reform of the college entrance examination mechanism,which purpose is to make a more comprehensive evaluation of the students and give full play to their ability.The implementation of the new college entrance examination system makes all circles of the society pay more attention to how to evaluate students more fairly and effectively.However,as an ending and selected test,it has a strong interest and can not fully reflect the academic achievements of a student.Therefore,how to performance better is people's attention focus on.Academic quality is the achievement of students after completing the course learning,in all evaluate tools that examination is a professional measurement for academic quality.In all the evaluations of students' learning test in our country,the academic level examination,which is based on the national curriculum standard of professional evaluation,and in monitoring students' academic achievement which is also have a great significance and status.The evaluation method of academic quality of Geography in China is relatively simple in a long time.As the first examination subject after the reform of the new college entrance examination,the Shanghai geography academic level examination has attracted the attention of all circles of society.Whether the academic test can represent the geography academic achievement of the high school students rational and whether it reflects the students' Geography level reasonably,which has caused the author's thinking.This paper attempts to compare the Shanghai high school geography proficiency test and the New York high school geography level examination in the United States,,drawing lessons from itsexperience,in order to put forward some feasible suggestions for the geographical academic level examination system in China.This article is divided into five parts:The first chapter is introduction of this paper.Introduced the research backgrounds,the significance of research,research status,and the research methods how to used.The second chapter is the concept and theoretical basis of academic proficiency test.It mainly consists of three parts: the definition of related concepts,the description of theoretical foundation,and the definition of the connotation of academic proficiency test.First,in the definition of the related concepts,it defines what is teaching evaluation and education measurement.It is concluded that the academic level examination is part of the education measurement in the teaching evaluation means,and it is a professional way of education measurement.Secondly,the relevant theories of the academic level examination are summarized,and the author thinks that the academic level examination should carry out and implement the academic level examination with multiple evaluation and constructivist evaluation framework in combination with the theory of multiple intelligence.Finally,the connotation of academic proficiency test is defined,including the nature and function,and the connotation of geography academic proficiency test.The third chapter is the comparison of the geography academic proficiency test between China and America.First of all,the comparative study of China and the United States Geography academic level examination system,followed by the comparative study of the geographical academic level examination according to the standard,and then through the comparative analysis of the geographical academic level examination evaluation.Finally,through the comparative study of specific geographical test questions,we found the similarities and differences between the two places and gained experience.The Apocalypse summarizes the experience that we can absorb in all aspects.The first part is the outline of the academic proficiency examination system in China and the United States.It is divided into national and provincial level examination level from the examination level,and the lack of national level geography examination in China is drawn.Therefore,it is proposed to establish a unified national level of geography academic level examination.The second part is the comparative study of geography academic proficiency test based on standards,which is mainly divided into content standard and organization implementationstandard.There is a high similarity between the two places,but the emphasis is slightly different under the content standard.The third part,the comparison of the evaluation criteria of Chinese and American high school geography academic proficiency test is divided into the cognitive evaluation standard and academic achievement standard.The fourth part is the comparison of the evaluation methods of high school geography academic proficiency test,including the evaluation mode,the evaluation process and the final presentation of the evaluation results.The fifth part compares the test questions of senior high school geography academic proficiency test,compares the principle of obedience and the type of examination questions,analyzes similarities and differences,and draws lessons from its advantages.The fourth chapter,suggestions for improving our geography academic proficiency examination system.According to the experience obtained from the previous comparison and analysis,this paper puts forward some feasible suggestions for the improvement of the system of Chinese geography proficiency test.Firstly,the author sets up a national level examination system on the level of Geography in order to solve the problem of the confusion of the academic level examination positioning under the two functions of the academic level examination.In order to improve the function of the evaluation,we should not only pay attention to the examination,but also pay attention to the thinking and feedback brought by the results of evaluation,so as to provide guidance for the future geography teaching.Then we should pay more attention to various evaluation methods so as to better evaluate the students' various geographical abilities and accomplishments,including the evaluation of practical ability and the comprehensive thinking.Evaluation of ability and performance evaluation.The fifth chapter,the end of the language.Including the main conclusions,inspiration and reflection and Prospect of this article,it will provide directions for future research.