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描述“线”的空间分布特点一直是高考热门考点。但无论从平时练习还是从考试答题情况看,学生解答这类题型时多表现为分析思路混乱,表述答案烦琐冗长、难以抓住要点。通过梳理近5年各地的高考题(见表1)可知,这类问题的考查多是与原因分析“捆绑”在一起,考查对象主要包括“虚”线和“实”线两类。所谓“虚”线,即肉眼看不见的一系列等值线,包括等温线、等降水量线、等高线、等压线等。这些等值线可以形象地反映某一具体地理要素在空间上的分布特征,具有较为明显
Description “Line ” spatial distribution has been a hot test entrance exam. However, no matter from the usual practice or from the examination questions to see the situation, the students answer such questions more often confusion in the analysis of thinking, the answer is cumbersome and lengthy, it is difficult to grasp the main points. By combing the college entrance examination questions (see Table 1) of the past five years, we can see that the examination of such problems is mostly related to the reason analysis and “bundling”. The examination objects mainly include “virtual” lines and “real” Line two categories. The so-called “virtual ” line, a series of isvisible invisible to the naked eye, including isotherms, such as precipitation lines, contour lines, such as pressure lines. These isolines can vividly reflect the spatial distribution of a particular geographical element, which is more obvious