核心素养视阈下地理过程类问题的考生思维诊断分析与教学启示

Examinee’s Thinking Diagnosis Analysis and Teaching Enlightenment of Geographic Process Problems from the Perspective of Core Literacy

通过阐述地理过程的内涵、类型及其与学科核心素养的关系,并以2021年天津市普通高中学业水平等级性考试地理卷为样本,评析地理过程类试题的考查特点;基于SOLO分类评价理论的视角,选取典型试题,结合考生作答情况,分析考生思维表现以及存在的不足;提出注重分析不同类型地理过程的动态化特征以引导学生有效构建地理知识结构,注重从综合的视角剖析地理过程机制以提升学生的学科思维能力,注重优化地理过程情境的搭建以培养学生在深度参与中涵育学科核心素养等教学策略。

By expounding the connotation and types of geographical process and its relationship with the core literacy of the discipline,and taking the geographical paper of Tianjin academic level grade examination in 2021 as a sample,this paper evaluates the examination characteristics of geographical process questions.We select typical questions from the perspective of SOLO classification evaluation theory,and diagnosed the performance and shortcomings of the examinee’s thinking level of answering questions in combination with the examinee’s answering situation.And then we put forward that we should pay attention to the analysis of the dynamic characteristics of different types of geographical processes,and guide students to effectively construct the structure of geographical knowledge.This paper focuses on analyzing the mechanism of geographical process from a comprehensive perspective to improve students’subject thinking ability.In order to provide guidance for the teaching of geography process,we should pay attention to the construction of optimization of geography process situation,cultivate students’the core competence of the subject in the deep participation and other teaching strategies.