Research On Middle School Geography Teaching Strategies Based On Thinking Analysis Of Middle School Entrance Examination Questions

In the Geography Curriculum Standards for Compulsory Education（2022 Edition）^[1]（hereinafter referred to as the"New Curriculum Standards"）,it pointed out that academic proficiency tests should have a certain level of thinking,innovate the form of test questions,and focus on examining the development of students’thinking,thereby assessing the achievement of students’core literacy.The middle school entrance examination is an important academic level test for students in junior high school,and it is also a guide for teachers to conduct teaching.Therefore,in the context of the 2022 version of the new curriculum standards and the reform of geography in Henan Province’s high school entrance examination,this article studied the thinking structure of the geography examination questions in Henan Province’s high school entrance examination,proposed targeted teaching strategies to cultivate students’thinking,designed teaching cases to cultivate students’thinking,provided reference for frontline teachers’teaching,better cultivated students’thinking structure,improved students’thinking level,and promoted the implementation of students’core subject literacy.Under the guidance of SOLO classification evaluation theory,this article adopted literature research,statistical analysis,comparative analysis,case analysis,and interview methods to conduct research.It analyzed the thinking levels of the geography exam questions in Henan Province’s middle school entrance examination and the current situation of students’thinking cultivation,the conclusion was found as follows:（1）The thinking gradient of the test questions is relatively obvious,focusing on the examination of multi-point thinking and related thinking levels.Except for the lack of abstract and extended thinking levels in the 2019 test questions,all levels of thinking were examined in the years 2020to 2022.The proportion of test scores for each level of thinking is relatively reasonable,and the grading of thinking levels is relatively clear.In addition,in the past four years,the geography test questions for the high school entrance examination have all focused on the examination of multi-point thinking and related thinking levels.（2）The examination of the single point thinking level shows a downward trend,the examination of the multi point thinking level shows a fluctuating upward trend,the examination of the related thinking level shows a fluctuating downward trend,and the examination of the abstract extended thinking level shows a fluctuating upward trend.Among them,the changes in the multi point thinking and related thinking levels are relatively small,while the changes in the single point thinking and abstract extended thinking levels are relatively large.（3）In recent years,the geography exam questions in the middle school entrance examination have examined the most about the content of"Understanding China",followed by"Understanding the World".The emphasis on the thinking levels of these two parts varies from year to year,but they also focus on multi-point thinking and related thinking levels.（4）The following problems exist in the cultivation of students’thinking:（1）a small number of students have more typos in their single point thinking and weak grasp of basic skills;（2）students have Cognitive inertia,poor literacy in reading pictures and other problems in their multi-point thinking;（3）students have poor language expression and related thinking ability in their related thinking;（4）students have poor knowledge transfer and logical thinking ability in their abstract expansion thinking;（5）Students’lack of initiative in thinking and teachers’lack of targeted strategies.Based on the SOLO classification and evaluation theory,humanistic education theory,and constructivist learning theory,combined with the analysis of the thinking examination of the geography exam questions in the middle school entrance examination and the current situation of students’thinking cultivation,a teaching strategy for cultivating students’thinking was proposed:（1）Emphasis should be placed on imparting knowledge and skills,consolidating the foundation of thinking,that is,emphasizing the accumulation of basic knowledge and skills,and cultivating the ability to interpret graphic and textual information.（2）Using SOLO theory to strengthen thinking teaching,that is,using SOLO theory to divide teaching objectives and design problem chains at different levels.（3）Pay attention to the use of mind maps,which can effectively integrate and connect fragmented knowledge,help students build a knowledge system,and sort out the logical relationships of the learned knowledge.（4）Creating diverse teaching contexts for cultivating thinking.During the teaching process,teachers can create intuitive and vivid,hands-on,story based experiences,or situations related to current events.This not only enriches the teaching content,but also stimulates students’enthusiasm for problem-solving.（5）Transfer application and geographic tool strengthening thinking training,which emphasizes the practice of transfer application and the use of geographic tools,especially the combination of modern information technology and maps.（6）Open questions cultivate students’divergent thinking.Based on the proposed teaching strategy,this article selected the chapter"The continent we live in-Asia"of the People’s Education Edition for teaching case design,and found that when implementing the case design,attention should be paid to:（1）Problem design should meet the cognitive level of students,and the design problem chain should be hierarchical and structured.It should focus on the internal logical relationship of geographical knowledge,link teaching content,and design problems that are progressive and progressive,from simple thinking structures to complex thinking structures.（2）The use of mind maps is not limited to teachers.Students can be encouraged to draw their own mind maps of a certain knowledge point or a certain problem,showing the interrelationships between knowledge or problem-solving ideas,which is more conducive to forming a relatively complete knowledge system and improving their thinking abilities.（3）During the implementation of teaching,it is important to pay attention to the difficulty of questions related to thinking and abstract extended thinking.It is necessary to give students a certain amount of time to think,guide them to answer,and not rush to announce the answers.（4）When conducting knowledge transfer and application,it is necessary to pay attention to group cooperation,so that students can deepen their mastery and understanding of this part of knowledge and methods in discussions and practical applications.