地理试题的设计与培养学生能力有着重要关系.本文试就这个论题,从下列四个方面加以阐述.一、活化概念,培养学生的思维能力.中学地理教材中基本概念很多,测试学生对某一概念的理解,应着重对知识的消化与掌握,切忌引向死记硬背.这就要求教师命题时,要以培养学生的思维能力入手,注意活化概念,灵活地设计试题.例如,震级和烈度二者内涵不同,但又彼此关联,震级是表示地震本身能量大小的等级.地震烈度是指某一地区地面受地震影响而遭破坏的程度.震级越大,烈度也越大.讲震级时,可以设计试题:甲同学问乙同学:“你知道1976年唐山地震时北京是几级吗?”乙同学说:“我只知道我家那儿是几级,不 There is an important relationship between the design of geography questions and the cultivation of student abilities. This paper attempts to elaborate on this topic from the following four aspects. First, the concept of activation, training students’ thinking ability. There are many basic concepts in middle school geography textbooks, test students on a certain The concept of understanding should focus on the digestion and mastery of knowledge, and should not lead to memorization. This requires teacher propositions, we must start with the cultivation of students’ thinking ability, pay attention to the concept of activation, flexible design of test questions. For example, magnitude and intensity The connotations of the two are different, but they are related to each other. Magnitude indicates the magnitude of the energy of the earthquake itself. Seismic intensity refers to the extent to which the ground in an area is affected by the earthquake. The greater the magnitude, the greater the intensity. When speaking about magnitude, Questions can be designed: Class A asks classmate B: “Do you know that Beijing was a few grades during the Tangshan earthquake in 1976?” B’s classmate said: “I only know if there are several levels in my family.