Study On The Thinking Structure Of National ? College Entrance Examination Geograohy Test Based On SOLO Classification Theory

"Ordinary high school geography curriculum standards(2017 edition,revised in 2020)," in the teaching and evaluation suggest clear requirements to try more use of students' thinking structure evaluation,and the evaluation of thinking structure can reference based on the observed learning outcome structure "-SOLO classification theory,illustrates the new curriculum reform pay more attention to the development of students' thinking structure.Under the background of exam-oriented education in China,college entrance examination questions are important tools to evaluate students' thinking structure,which can examine students' thinking conditions reflected in specific geographical problem situations.Based on the SOLO classification evaluation theory,general high school geography curriculum standard(2017 edition 2020 revision)and constructivism theory,this paper takes the geography examination questions of the National College Entrance Examination(2017-2020 ?volume)as the research object.The paper divides the exam questions into four classifications of Solo thinking structure,namely,single point structure(U),multi-point structure(M),relational structure(R)and extended abstract structure(E).By using literature method,content analysis method,comparison method and interview method,the paper summarizes the characteristics of thinking structure in the geography examination questions of the national ? college entrance examination from 2017 to 2020.On this basis,this paper analyzes the commonality and difference of the thinking structure of higher school entrance examination questions,and summarizes its development trend,hoping to provide suggestions and references for high school geography teachers' teaching training,geography problem setting,unit assessment and college entrance examination preparation.Based on the comparative analysis of the thinking structure of the national ? college entrance examination geography questions from 2017 to 2020,the following conclusions are drawn:1.The 2017-2020 National ? College Entrance Examination Geography tests all reflect the four levels of thinking structure,and the related structure(R)and multi-point structure(M)tests have the largest proportion.Among them,the related structure(R)test questions accounted for more than 38%,and the multi-point structure(M)test questions accounted for more than 28%.2.From 2017 to 2020,the number of related structure(R)is the largest,followed by multi-point structure(M)and single-point structure(U),which reflects the direction of "ability conception" of the geography college entrance examination and reaches the purpose of selecting talents for colleges and universities.3.The related structure(R)of 2017 and 2020 ? National College Entrance Examination Geography questions occupies the highest score,and the multi-point structure(M)questions of 2018-2019 occupies the highest score.4.Based on the 2017-2020 national ? volume geography test questions thinking structure characteristics were analyzed,and the university entrance exam sums up the college entrance examination test question thinking structure distribution trend of geography,associated structure(R)and abstract structure(E)exam examination proportion rises year by year,single point structure(U)and multipoint structure(M)exam examination proportion dropped year by year.5.High school geography teachers learn to use thinking structure to evaluate students' geography learning results through training;In the teaching design of geography,teachers can use the theory of thinking structure to design different levels of geography problems.High school geography teachers can use the theory of thinking structure to reasonably design tests at different stages.High school geography teachers can use the theory of thinking structure to compile and guide the simulation questions in the college entrance examination.