Research On The Geographical Comprehensive Thinking Ability Based On Test Questions For College Entrance Examination

Since 2016,the overall framework for the development of core literacy for middle school students has been officially released.In the same year,the core literacy of the "General Senior High School Geography Curriculum Standards(Revised Draft)" was steadily put forward.Geographic core literacy takes human-land coordination as the core value,geographical integrated thinking and regional cognition are basic thinking and methods,and geographical practice is the basic activity.Geographical comprehensive thinking is the basic idea of geography,and comprehensive geography includes three aspects: comprehensive elements,time and space,and local integration.The introduction of geography core literacy is the reform of the new round of college entrance examination practice in geography.The introduction of geography comprehensive thinking is the change of students at the level of consciousness.This article takes the comprehensive title of 2016-2018 National IIIIII volume as the research object,a total of 9 sets of test papers.The research methods used in this paper are literature research method,experience summarization method,classroom observation method,statistics and analysis method.This article has a total of 6 parts.The first part is mainly an introduction.Through the literature research method,the research background is analyzed,the research trends at home and abroad are reviewed,the research content is determined,and the theoretical significance and application value are obtained.The second part is mainly the theoretical framework part and the theoretical basis.By consulting the literature,it defines core literacy,geographic core literacy,geographical integrated thinking,and three-dimensional goals.It focuses on the synthesis of elements of comprehensive thinking,time and space synthesis,and local integration.Based on the comprehensive thinking of geography,this thesis studies the metacognitive theory of educational psychology,the cognitive theory of Bruner,the knowledge of geography,and the knowledge of psychology.To this end,this part is the relevant theoretical basis.The third part is the division of dimensions and levels of geographical comprehensive thinking.By referring to the geography curriculum standard,the comprehensive thinking level is divided,and the related problems,related situations,thinking levels,and the perspectives of different dimensions of comprehensive thinking are obtained.Five perspectives are divided based on different combinations of dimensions.The fourth part of the high exam questions research part.Through statistical analysis methods,combined with the standard of comprehensive thinking level,the 18 comprehensive questions of 9 sets of test papers are statistically analyzed.Analyze the high exam questions and dimension perspectives,the statistical analysis of the test sites of the comprehensive thinking design,the analysis of the characteristics of the high-altitude test questions in the comprehensive thinking section,and the analysis of the proportion of each dimension.Through the above research,the distribution of the perspective of the high test questions,the knowledge points,the characteristics of the comprehensive thinking,the key words of the questions,and the proportion of the scores of each volume are obtained.The fifth part is the training strategy of comprehensive thinking.Based on the theoretical basis and the general expression of the comprehensive thinking of the high exam questions,the fifth part constructs a comprehensive thinking training strategy from five perspectives.These five perspective training strategies are the factor-based perspective training strategy,the local comprehensive perspective training strategy,the local analysis perspective training strategy,the local time evolution perspective training strategy,and the comprehensive perspective training strategy.The sixth part of the conclusions,shortcomings and prospects of this paper.