高考为高校选拔人才，为国家培养专业型人员，是高中生最重要的选拔性考试。高考考题不单是对知识点的考查，也是对能力的考核。本论文采用文献研究法、文本分析法、比较研究法对2019年至2023年部分高考试题中区域地理考题特点和能力要求进行分析，为区域地理教学提供一定的理论支持。

按照相应的标准，从61套高考试题中选择409道区域地理试题，试题占比约为27%，分值占比约为31%。从考查形式来看，综合题多于选择题，其中2020年江苏卷的综合题占比高达77%。从主干知识来看，有两个热点考查内容分别为：区域自然地理环境和人文地理环境的差异、农业相关内容，近5年未涉及的知识点有：区域的含义及类型、环境问题含义、评价区域内能源资源开发的条件、区域能源资源开发面临的问题、城市的功能等。从能力考查方面来看，主要考查的能力是：区域定位能力、区域特征分析能力、区域比较能力、获取区域地理信息的能力、区域综合思维能力。

统计高考试卷中所出现的区域，以空间尺度和地理事物的归属为标准，将区域划分为中国区域和世界区域。对中国区域的考查需要注意：热点地区的考查；经济发达地区或者自然特征显著区域，往往是考查的热点；空间尺度；自主命题会选择本地的地区；区域比较和区际联系；关注热点话题。世界区域需要注意：热点地区考查；重点关注已经学习过的地区；不熟悉区域用类推法；区域比较和区际联系；世界区域考查范围广。

区域地理高考考点与教材对比，教材里的每一章节都有相应考题，其中分值占比最高的为区域的整体性和关联性、地区产业结构的变化。区域地理高考考题所涉及区域与教材案例区域对比分析，考题区域与教材区域大部分不重合，说明高考直接考查课本案例的几率偏小，更多的是通过教材案例作为学习区域的引入，了解基础知识，不需要学生死记硬背，反而通过理解、消化之后达到举一反三的效果；高考考题考查的区域不与教材案例区域完全一致，但是之间也会有关联，甚至还会出现这节课的案例区域，放在另外知识点考查的现象。

通过综合分析，得到区域地理的教学策略，即，在新课的讲授过程中，要为学生铺垫基本的区域知识及辨析相关概念，防止出现混乱。区域知识错综复杂，给学生架构知识框架，培养区域思维，要以教师讲解、引导为主，在这个过程中需要做到以下几点：空间定位能力的培养、明晰各要素之间的关系、构建逻辑关系、设计案例，让学生进行综合分析。上复习课的建议是，已有了区域地理学习的基础上，复习课的讲授应该多发挥学生的主动性，教师起到引导、纠错的作用，在这个过程中需要做到以下几点：初中与高中地理知识的融合、拓展学生的视野，丰富地理知识、注重学生分析的过程。

The college entrance exam is a selective exam for universities to recruit talents and cultivate professional personnel for the country. It is also the most important exam for high school students. The exam questions not only test knowledge points, but also abilities. This paper uses literature research, text analysis, and comparative research to analyze the characteristics and ability requirements of regional geography questions in part of the college entrance exams from 2019 to 2023, providing theoretical support for regional geography teaching.

According to the corresponding standards, a total of 409 regional geography questions were selected from 61 college entrance exams, accounting for about 27% of the total questions and about 31% of the total points. The number of integrated questions is greater than that of multiple-choice questions, and the proportion of integrated questions on the 2020 Jiangsu exam even reached 77%. From the main knowledge points, two hot topics are “differences between natural and human geographical environments” and “agricultural related content”. In the past five years, memorization-based knowledge points such as the meaning and types of regions, environmental issues, evaluation of conditions for energy resource development within regions, energy resource development issues, and city functions have not been tested. In terms of ability requirements, the main abilities tested are regional location, regional feature analysis, regional comparison, acquisition of regional geographic information, and regional comprehensive thinking.

The exam regions were classified into Chinese and global regions according to spatial scale and geographic attributes. The characteristics of Chinese regions are to focus on hot spots, often in economically developed regions or regions with significant natural characteristics, to pay attention to spatial scale, to select local areas in self-designed exams, and to focus on regional comparison and inter-regional connections. The characteristics of global regions are to focus on hot spots, to concentrate on the regions that have been studied, to use analogy methods for areas that are not familiar, to pay attention to regional comparison and inter-regional connections, and to cover a wide range of global regions.

Based on the comparison of exam topics and textbook content, it was found that each chapter of the textbook has corresponding exam questions, and the highest proportion of points is for the overall and relatedness of regions and changes in regional industrial structure. The comparison of exam regions with textbook case study regions indicated that the majority of exam regions do not overlap with textbook regions, which suggests that the likelihood of directly testing textbook case studies in exams is small. Instead, textbook case studies are used as introductions to learning regions, helping students to understand basic knowledge and achieve the effect of learning by analogy after understanding and digestion; while not exactly the same as textbook case study regions, there are also links between the regions tested in exams and those studied in the textbook, or even the phenomenon of case study regions in one chapter being tested in another knowledge point.

Therefore, in a comprehensive analysis, the teaching strategy of regional geography is that in the teaching process of the new class, it is necessary to pave the way for students to have basic regional knowledge and distinguish and analyze related concepts, so as to prevent students from being confused. After all, the knowledge of regional geography is intricate, and it is also a process for students to construct a knowledge framework and cultivate regional thinking. Therefore, this part is mainly based on teachers' explanation and guidance. In this process, the following points need to be done: cultivate spatial positioning ability; clarify the relationship between various elements; construct logical relationships; design cases for students to conduct comprehensive analysis. The suggestion of the review class is that on the basis of regional geography learning, the teaching of the review class should give more play to the initiative of the students, and the teacher should play a role in guiding and correcting errors. At the same time, attention should be paid to: the integration of junior high school and high school geographic knowledge; expand students' horizons and enrich geographic knowledge; pay attention to the process of student analysis.