问题解决是学习者认识世界，构建自身认知结构的一个必要过程。当代中学教育提倡加强对学生问题解决能力的培养，进一步反映在历年地理高考上，问题解决类题目在整个试卷中所占的比重也在逐年加强。以地理学科高考来看，在2012年高考中，问题解决类题目分值比重就高达58%。但是现阶段并没有自1978年恢复高考以来，系统性分析历年高考地理科目中问题解决类题型的研究。本文通过对恢复高考以来地理高考全国卷中属于问题解决范畴题目的甄选和分类，分段分析地理高考中问题解决在历年地理高考中的变革趋势。同时本文通过研究1978至2013年地理高考题中问题解决类题目的特点，分析问题解决类题目的共性，将被甄选出来的所有题目分为三类：地理程序性知识在具体情境下的应用问题、区域间联系问题、区域内部要素间联系问题。然后根据这三类地理问题的特点，结合心理学上成熟的问题解决理论，建立解决这三类地理高考题的问问题解决模式。

Problem-solving is an essential process for learners to understand the world and construct one's own cognitive structure. Modern secondary education has advocated paying more attention to cultivate students' capacity for problem-solving. Furthermore, questions of problem-solving have occupied a progressively considerable larger and larger portion in National College Entrance Examination (NEMT) every year. Take example for geography, the ratio of problem-solving questions in NEMT takes up to 58 percentage in 2012. However, currently there are no available research in systematically analyzing all problem-solving questions in total NEMTs since 1978 when the NEMT was first restored. This paper aims to piecewise analyze the changes and predict the tendency of problem-solving questions in geography exams of NEMTs during those years. Those problem-solving questions are categorized into three types: problems about the application of geography programmatic knowledge in particular situations, problems about contacts of different regions, problems about contacts of internal elements in one specific region. A novel problem-solving model for geography exams of NEMTs is proposed in this paper, by extracting key features from all problem-solving questions in geography exams of NEMTs from 1978 to 2013 and combine them with sophisticated psychological problem-solving theoretic.