| With the progress of the new curriculum reform,the goals of building a strong educational country and promoting educational modernization have put forward new requirements for the current teaching.The transformation of ability evaluation is the current research focus in teaching."General Senior High School Geography Curriculum Standards(2017 Edition 2020Revision)" proposes to strengthen the evaluation of students’ thinking structure,and the evaluation tool can use the "observable learning outcome structure"-SOLO classification theory.Therefore,the SOLO classification theory can be used to test the thinking ability required in the college entrance examination questions.Geographical process test questions involve a wide range of time and space,and the process is complex,so it is difficult for middle school students whose thinking level is still developing.Therefore,based on the SOLO classification theory,this paper analyzes the thinking structure of the geographical process test questions,expecting to find out the requirements of the geographical process test questions for students’ thinking ability,and give full play to the guiding role of the college entrance examination questions in middle school geography teaching.First of all,based on the SOLO classification theory,this paper uses the literature method,statistical analysis method and comparative research method to construct the SOLO level evaluation index system for the geography examination questions of the college entrance examination.From the perspectives of the overall test paper,different question types,and different geographical process types,the thinking structure of the geographical process questions in the national paper from 2017 to 2021 is analyzed,and the change characteristics of the thinking structure of the test questions are longitudinally analyzed by year.It is found that the examination questions of geographic process have high requirements on students’ thinking ability,and the examination results are more focused on the examination of students’ multi-point structure(M)and relational structure(R)level;the SOLO level division of the test questions has a significant gradient;the thinking level of the same knowledge point test is gradually deepened;evolutionary geographic process knowledge is the focus of the college entrance examination,and the SOLO level of the examination is the most comprehensive;subjective questions require more thinking ability than objective questions and other conclusions.Secondly,based on the analysis of the test paper,this paper uses the questionnaire survey method to investigate the current situation of the teaching of geographic process knowledge and the application of the SOLO classification theory by teachers,and finds the following conclusions: Geography teachers need to pay more attention to the knowledge of geographical process and test questions,and their understanding of SOLO classification theory needs to be deepened.Most teachers lack the systematic study of SOLO classification theory and cannot use it well in teaching.Finally,in view of the examination characteristics of the thinking structure of the current geographical process test questions and the teaching status of geographical process knowledge,this paper puts forward the following teaching suggestions: First,teachers need to pay attention to the knowledge of geographical process,master the development of geographical things,find the reasons for development,grasp the characteristics of development,and predict the future development trend of geographical phenomena;second,teachers can infiltrate the SOLO classification theory into the teaching of geographical process knowledge by designing hierarchical goals and setting up problem chains;third,teachers can strengthen the classroom teaching of geographic process knowledge by constructing a knowledge system,designing dynamic teaching situations,and conducting special training on geographic process knowledge. |
