Research On Analysis And Teaching Strategies Of National Volume Chart Questions In Geography College Entrance Examination

Since the new curriculum reform,students' learning has changed from focusing on knowledge acquisition to focusing on the cultivation of ability,and now to focusing on the formation of discipline literacy.In 2017,the Ministry of Education promulgated a new geography curriculum standard.Its basic idea is to cultivate the essential core quality of geography subject for modern citizens.The formation of students' subject quality requires the formation of ability through mastering knowledge,and ultimately transforms it into subject quality.Geographic charts are the core carriers of cultivating students' geographic literacy.They play a unique role in the formation of comprehensive thinking and regional cognitive literacy,and play an important role in the cultivation of geographic literacy.College Entrance Examination is an important tool for summative evaluation in the basic education stage.It plays an important reference role in the ability and accomplishment goals that students can achieve after they study in the basic education stage.The presentation of geography entrance examination questions can not be separated from the chart,which is often "no map,no problem,no problem,no map".Therefore,the importance of geography charts in high school geography teaching is self-evident.This paper adopts the methods of literature analysis,statistical analysis and interviews,and on the basis of choosing the chart questions of the National Geographic College Entrance Examination from 2013 to 2018 as the research samples,analyses in detail the chart types,chart scores and test questions used in the examination papers.In addition,it also analyses the classification of each chart type and the trend changes in the real questions of the College Entrance Examination.On the basis of the analysis of the main problems existing in the current students' study of geographical charts,this paper puts forward some corresponding teaching strategies for geographical charts.The main conclusions of this paper are as follows:(1)In the past six years,the charts and tables of the Geographic College Entrance Examination can be divided into contour maps,geographic schematic maps,geographic statistics maps,geographic landscape maps,regional maps and comprehensive maps.There are no less than three types of charts used every year,and most of them are examined in the form of one picture and many questions.(2)The number of charts is decreasing in general and tends to be stable after 2016.There are about 7 charts in each set of papers.The number of regional charts is the largest,accounting for 35.7%,and the number of contour charts is the least,accounting for only 7.3%.(3)The average examination score of chart questions accounted for 87.63% of the total score,and stabilized at about 78% after 2016.Among them,regional maps accounted for 35.46%,ranking first among the six types of charts,followed by comprehensive maps accounted for 17.13%,geographic schematic maps accounted for 15.68%,contour maps accounted for 5.46%,and geographic landscape maps accounted for 5.15%.Charts are the core carriers of the National Geographic College Entrance Examination papers in the past six years.Regional maps and contour maps are the key points of the examination,and comprehensive maps are the important forms of the examination.(4)At present,the main problems of high school students' geography map learning lie in their inadequate ability to read,read,memorize,understand and extract the key geographic information hidden in the map,as well as their fear of difficulties.The main problems of high school front-line geography teachers in the teaching of geography charts lie in the singleness of teaching methods and evaluation methods,and the insufficiency of summarizing the interpretation skills of geography charts.(5)In view of the main problems existing in the teaching of geography charts in senior high schools,this paper puts forward five teaching strategies of geography charts in senior high schools on the basis of literature: changing the teaching concept of geography charts and cultivating students' ability of geography subject;improving the teaching method of geography charts and arousing students' interest in learning graphs;inducting the reading methods of geography charts and forming students' good habit of reading graphs;and drawing up charts and tables.Multivariate evaluation mechanism,establish students' confidence in chart learning;design map reading instructions to create an atmosphere for students to practice independently.Finally,based on the teaching strategy,a high school geography chart teaching case is designed.