地理成绩的考查要根据教材的性质、学生的能力,采取多样化的方法。这里,把我常用的几种方法提出来请大家指正。1. 口头提问,要求学生指图回答。例如教学“黄河中下游区的景色”一课时,在儿童掌握了黄河中下游区的位置、地形和气候的知识后,就可以这样提问:①在中国地形图上指出黄河中下游区的范围和地形,并说出这里的主要山脉和河流。②黄河下游结冰的时期为什么此辽河短?这两个问题是相互联系着的,第一题着重地图的应用和记忆,第二题便着重在思维和推理。在所提的问题内容比较广泛,儿童组织答案的能力较差时,可以提出一 Geographical performance test should be based on the nature of teaching materials, students' ability to take a diversified approach. Here, put several methods I used to please correct me. 1. Oral question, asking students to refer to the figure to answer. For example, when teaching a lesson about the scenery of the middle and lower reaches of the Yellow River, after children have mastered the knowledge of the location, topography and climate of the middle and lower reaches of the Yellow River, they can ask questions like this: (1) Indicating the scope of the middle and lower reaches of the Yellow River Topography and say the main mountains and rivers here. Why is the Liaohe River short during the freezing period in the lower Yellow River? The two problems are interrelated. The first one focuses on the application and memory of maps. The second one focuses on thinking and reasoning. When the questions raised are more extensive and children's organizations have poor answers, you can come up with one