Evaluation of Geography Test in Beijing Academic Level Grade Examination in 2020

According to the requirements of Geography Curriculum Standard for Ordinary High Schools (Version 20 17) and Guiding Opinions on Geography Teaching for Grade 20 17 in Beijing, this paper puts forward the geography examination questions for the graded examination of ordinary high schools in 2020, implements the Guiding Opinions of General Office of the State Council on Promoting the Reform of Educational Methods for Ordinary High Schools in the New Era, optimizes the examination contents, innovates the examination forms, and implements the fundamental task of Lide Shu Ren. The year of 2020 is the first year for Beijing's new college entrance examination to implement the graded examination of academic level, and the comprehensive examination of geography and liberal arts has changed to the single examination of geography, achieving a smooth transition. The test questions are closely combined with the reality of geography teaching in Beijing, taking into account the real situation of students' online learning during the epidemic. The difficulty of the test questions is set scientifically, reflecting the characteristics of the capital. The examination questions focus on connecting with the reality of social life, focus on the core literacy of geography, highlight the ideas and methods of examining geography, reflect the basic, comprehensive, applied and innovative nature, and give full play to the selection and educational functions of the high school academic level examination, which has a good guiding role in high school geography teaching.

First, the main characteristics of geography examination questions

(1) Pay attention to national development and highlight the value orientation of Lide Shu Ren.

The examination questions combine the national development strategy and decision-making, guide students to care about the national development and integrate their own development into the national development; Infiltrate China traditional culture, guide students to experience the crystallization of Chinese excellent tradition and long history in production and life, and stimulate students' patriotic feelings; Pay attention to the hot spots of social life, guide students to link geography learning with life and social development, and use geography knowledge and methods to solve practical problems in real situations.

For example, the multiple-choice question 1 takes "a classmate created a grain painting of my motherland" as the background material, permeates Chinese traditional agricultural culture, embodies the integration of agricultural production and art, enhances aesthetic experience and inspires patriotic feelings. Fifth, six multiple-choice questions, with "the daily variation of solar radiation in a sunny day somewhere in early autumn in China" as the background material, guide students to combine the 24 solar terms with geography learning, carry forward the excellent Chinese traditional culture and establish national self-confidence; The six questions involve Diaoyu Island, which guides students to enhance their sense of home and country and cultivate their feelings about home and country. No multiple choice questions. 1 1, 12 based on the construction of Yinxi high-speed railway (Yinchuan -Xi 'anbei), guide students to pay attention to the country's tough battle against poverty, and establish a lofty ideal and firm belief in joining the modernization of the motherland. Comprehensive question 19 takes "In May 2020, Beijing Economic and Technological Development Zone issued the Action Plan for High-quality Development (2020 -2022)" as the test material, and discusses "the same advantageous conditions for the development of the four leading industries in the development zone" and "the positive role of the park in local social and economic development" from a geographical perspective, paying attention to the great achievements and achievements of the economic construction in the hometown.

(B) into a vivid situation, investigate the core literacy of geography.

The test questions fully combine the students' life experience to construct the situation; Dig deep into the phenomenon of social life and form a situation; Closely connect with the classroom teaching process and create situations; Make full use of different graphic materials to present the situation. Using real situations, students are guided from different perspectives and dimensions, combined with their own experiences, social life and geography learning, to investigate students' ability to solve practical problems by using geographical knowledge and methods in real situations, as well as their core literacy in geography.

For example, in the multiple-choice questions 3 and 4, take "a classmate participated in the practice of fossil protective excavation" as the situation, and present the schematic diagram of geological section drawn by the classmate, so that students can judge the most possible position of fossils in the map and inspect their own geographical practice. No multiple choice questions. 1 1 Taking the Shaanxi section of Yinxi High-speed Railway (Yinchuan -Xi 'anbei) as the situation, let students analyze the characteristics of topography, rivers and geological disasters in the railway passing area and investigate the regional cognition. 14 multiple-choice question is based on the "Uganda National Day" held by the World Horticultural Exposition. Students can look at the map to infer Uganda's geographical location, topography, rivers and lakes, wetland area and other natural features, and investigate regional cognition.

16 "A middle school student went to Daning River (Chongqing section), a tributary of the upper reaches of the Yangtze River" as the material, creating a learning and exploration situation. Through the practice of drawing statistical maps, the process and method of obtaining and interpreting geographical graphic information are strengthened, and the relationship between basin erosion and sediment discharge is further explained, which fully reflects the value of geographical practice. On this basis, the effective measures for comprehensive control of soil erosion in the basin are briefly described, and the concept that "clear water and green mountains are priceless" is emphasized.

With the background of "China's preferential import policy for Bangladeshi products", the No.1 17 comprehensive topic discusses the natural reasons why local farmers adopt the "floating vegetable garden" planting method, analyzes the main situation of the local ship-breaking industry gathering area on the north bank of Chittagong, and lists the environmental problems brought by the ship-breaking industry. The region includes different parts of Bangladesh. By investigating students' regional cognitive literacy at different scales, this paper analyzes the influence of natural factors on human activities and permeates the concept of harmony between man and land. Question 20 of the comprehensive questions takes the development story of an Austrian village from 65438+ 1960 to 200 1 year as the learning and exploring situation, designs the influence of tourism on the geographical environment, and highlights the influence of human activities on the geographical environment and the concept of harmony between man and land.

(3) presenting rich images and highlighting geographical thinking methods.

There are 14 groups of geographical images in the whole volume, and the image types are rich and diverse, involving regional maps, landscape maps, schematic maps, statistical maps, isoline maps, hand-drawn maps, mobile phone signal positioning maps and so on. , fully embodies the importance of images in solving geographical problems.

Geographical images provide rich materials for constructing vivid geographical situations, provide geographical information from different angles, stimulate students' experience and activate geographical knowledge. Highlight the tool role of geographical images in solving geographical problems. Focusing on the design of graphic information, the ability of students to integrate graphic information and analyze geographical problems is effectively examined.

For example, the seventh question of multiple-choice questions presents the actual precipitation distribution map in a certain place on the eastern coast of China within 36 hours. This image is a familiar contour map for students, but it is superimposed with specific information such as time "36 hours" and space "East Coast of China", which requires students to comprehensively analyze the factors affecting precipitation on the basis of correctly interpreting the image content and understanding the image information. On the one hand, we can examine whether students deeply understand the principles of various influencing factors of precipitation, on the other hand.

Comprehensive questions 16 examine the information obtained by students from a geographical perspective, judge the terrain type, infer the terrain characteristics from the river flow direction, and summarize the main terrain characteristics of the river basin. Question 20 of the comprehensive questions focuses on a village in Austria, "the nearby forest line is about 2070 meters above sea level". The information comes from landscape map, temperature curve and precipitation histogram, as well as the type of forest vegetation, approximate growth month and so on. Discussed, and investigated the ability to analyze problems by using the principle of geographical environment integrity.

(D) Innovative problem design, focusing on students' geographical thinking process.

The overall difficulty of the test paper is moderate, and the problem design has a good level. On the one hand, there is a good degree of discrimination in the examination of students' ability level, on the other hand, it is also beneficial for different students to truly reflect their own level. The design of the problem embodies the nature of geography and highlights its characteristics. Questions are closely combined with topic materials to form a complete question situation and fully examine students' thinking process. Asking questions is kind and peaceful, which conforms to the students' usual learning process and key content. Highlight the basic, comprehensive, applied and innovative examination ideas, which meet the examination requirements of the grade examination.

For example, the multiple-choice question 10 presents the main socio-economic data tables of a country in 1998 and 20 18, which objectively describes the regional development and changes from the aspects of employed population, urbanization rate, GDP, the proportion of output value of primary, secondary and tertiary industries and the proportion of employed population, and requires students to effectively extract and process the data according to the laws of regional economic development. This kind of examination of the thinking process of human geography is novel and not difficult, but it can guide students to make full use of geographical knowledge to solve problems.

Question 17 of the comprehensive question is based on the schematic diagram of the position and central pressure of tropical storm "Anpan" before landing, asking questions from multiple angles, and examining students' ability to analyze and explain the spatial and temporal changes of geological phenomena from the perspective of time and space. Comprehensive questions 18 take the map of Laizhou Bay and its surrounding areas as test materials, ask questions from multiple angles and levels, infer the changing trend of Laizhou Bay mouth width, and explain the changing process; Through the open question of "choose one from the other", this paper evaluates the advantages and disadvantages of transportation modes, examines students' application of factor analysis, comprehensive comparison and regional correlation, and expounds the changing trend and process of regional management image. The focus of the 20 th comprehensive question is "frozen soil layer", which is combined with pictures and texts. It is required to compare the differences of frozen soil layers between the two places and explain the reasons. Ask the result first, then ask the reason, and investigate the geographical thinking process of students' integration of time and space.

(5) Relying on the teaching reform, showing the charm of geography education.

The whole volume is rich in materials and lively. The test questions are designed from the perspective of students' learning and understanding of geographical environment, which reflects the main role of students in geographical learning, and is conducive to stimulating students' * * * to guide students to truly reflect their own experience of life phenomena and classroom learning process in the process of answering questions. From natural laws to social hotspots, from living environment to national development, and then to the harmony between man and land, it is closely related to the development of living countries. Feeling the beauty of nature, development, culture and harmony embodies the unique charm of educating people.

For example, multiple-choice questions 9 and 15, the propositional materials are closely related to life, guiding students to pay attention to the geographical phenomena around them, and consciously establishing contact with the geographical knowledge they have learned, echoing the requirements of the new curriculum reform for classroom teaching, highlighting the interest of geographical knowledge, embodying the practicality of geographical knowledge and showing the unique charm of geographical subjects. Question 9: Show the changes of working-day population distribution in a newly-built urban area of a city by using the mobile phone information number positioning function that middle school students are very familiar with in their lives. In the face of the obvious difference in population density between day and night, students need to master the key information of "working days", find the region with the difference between day and night in the region, and make a comprehensive analysis by using the relevant knowledge of urban functional zoning. In the process of answering questions, students can really feel the interest in thinking about realistic problems from a geographical perspective. Topic 15 is close to the hot spot of the global energy crisis. It puts forward bioplastics with corn, wood and other raw materials, guides students to compare the characteristics of traditional energy and new energy in production and use, and dialectically thinks about the problems that may still exist in the production and consumption of new materials, which embodies the unique value of thinking about regional development from a geographical perspective and lays a solid foundation for improving students' thinking about complex problems in reality.

Comprehensive question 19 takes the paulownia flower landscape on both sides of Hongda Road as the material, creates a living situation, and discusses the tourism resource value and viewing method of paulownia flower landscape. In line with the classroom teaching reform in Beijing, close to the life interests of Beijing students, the tourism-related knowledge learned in geography is combined with specific practice.

In a word, this year's geography test questions of Beijing ordinary high school level test guide students to pay attention to the development of the country, cultivate the feelings of the country and highlight the value orientation of moral education; Pay attention to connecting social hotspots with real life, create real situations, and investigate the core literacy of geography; Present rich and diverse geographical images, guide students to obtain graphic information, and show geographical thinking methods; Innovatively design open and multi-level questions, show students' geographical thinking process, and let students at different levels have room to display their talents.

Second, the enlightenment to geography teaching

(1) Pay attention to the development of production, life and geography, and fully tap the educational value of geography in teaching.

Grasp the content of geography teaching as a whole, guide students to examine the practical problems of production and life from the perspective of geography, understand the geographical environment and the relationship between man and land comprehensively, systematically and dynamically as a whole, fully mobilize students' learning enthusiasm and give play to the role of learning subject. Help students establish the concept of harmony between man and land, promote the improvement of students' geographical core literacy, and give play to the educational value of geography.

(2) Pay attention to the teaching of basic knowledge and skills, and implement the knowledge of geographical subjects.

Teaching should pay attention to the formation process of geographical knowledge and skills, follow students' cognitive characteristics and laws, guide students to study deeply through appropriate teaching activities, construct the basic concepts, principles and laws of geography, and explain and predict the development and evolution laws of geography.

(3) Attach importance to the teaching of geographical images, and cultivate students' ability to acquire and interpret geographical information and effectively use geographical information to solve geographical problems.

Geographical image is an important carrier of geographical information, which can simply and comprehensively present various geographical elements and their relationships. In teaching, it is necessary to cultivate students' ability to obtain geographical information from geographical images and to interpret the relationship between geographical images from the perspectives of elements, time and space, and to improve students' map literacy, regional cognition and comprehensive thinking level.

(4) Actively carry out geographical practice activities, explore situational and problem-based classroom teaching, and improve students' geographical core literacy.

In teaching, we should pay attention to reappearing or simulating the geographical process through geographical experiments, and analyze the characteristics and development laws of geographical images through investigation and investigation. Apply the materials of geography practice activities to the classroom, or choose the materials of life, production and academic research, create problem situations, carry out interactive, heuristic, inquiry and experiential classroom teaching around the problems, actively explore and practice the teaching strategies of effectively landing the core literacy of geography, and effectively improve students' core literacy of geography.

Commentator:

Hong Chen Jiaoyanyuan Beijing Education College Basic Education Teaching Research Center

Gao, a researcher at the Basic Education Teaching Research Center of Beijing Academy of Educational Sciences.

Wu, teaching and research fellow, Xicheng District Institute of Education, Beijing.

Zhao Junli Researcher Beijing Dongcheng District Teacher Training Center

Gulaoshi no.11 high school