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一、“36题现象”分析近5年高考地理36题(见表1～表5),我们从中会得到一些启示。识、地理思维方法和地理观念等对家乡的地理问题、地理现象进行分析、反思、评价,可以进一步落实所学基本知识,训练基本的地理思维和解决地理问题的基本思想和方法。如北京市地理专题,或某省区地理专题等。③选择社会热点区域。社会热点往往直接或间接成为高考试题的背景素材、中心问题,高三复习的后期,地理教师和同学们也可以选择一些社会热点区域来进行专题复习。其目的是运用所学知识、地理思维方法和地理观念等对热点区域的一些地理问题、现象进行分析、阐释、反思和评价,以进一步提高自己对知识的整体把握能力和各种相关能力。例如,台湾省专题、中亚专题等。2.关注现实生活中的热点,使所学知识“活”起来高考试题多以社会经济生活中的地理问题、地理现象为中心问题,考查学生对地理学科知识的整体、综合把握程度,多
First, “36 questions ” Analysis of the past five years college entrance examination 36 questions (see Table 1 ~ Table 5), we will get some inspiration. The basic thinking and method of geographical thinking and geographical ideas, analysis, reflection and evaluation of the hometown’s geographical and geographical phenomena, further implement the basic knowledge learned, train basic geographic thinking and solve geographical problems. Such as Beijing’s geographical topics, or a provincial geography and so on. ③ select social hot spots area. Social hot spots often directly or indirectly become the background material for college entrance examination questions, the center of the problem, the third year of senior high school review, geography teachers and students can also choose some hot spots for social review topic. Its purpose is to analyze, interpret, reflect and evaluate some geographical problems and phenomena in hot spots in order to further improve their overall grasp of knowledge and various related abilities by using the knowledge they have learned, geographic thinking methods and geographical concepts. For example, Taiwan Province, Central Asia, etc. 2. Concerned about the hot spots in real life, so that the knowledge learned “living ” test questions and more in the social and economic life of the geographical issues and geographical phenomena as the central issue to examine the students of the geography of knowledge as a whole, a comprehensive grasp of the degree, many