培育学生的核心素养成为教育的重要方向，通过对普通高等学校招生全国统一考试（即高考）中的相关题目进行基于核心素养的测量和评价，有助于在教育教学各个环节中促进核心素养的落实。教育部“关于印发《普通高中课程方案和语文等学科课程标准（2017年版）》的通知”，2017年版课程标准以学科核心素养和学业质量标准为主要特征，对于今后进行教科书的编制、教学活动的开展、教学评价的实施等各个环节提出了新的要求。分析已有研究成果，本文以2017年版普通高中地理课程标准为依据，以地理核心素养考查为出发点和落脚点，对2015-2017年高考地理试题全国卷I 、全国卷II、全国卷III、北京卷、天津卷相关试题进行了基于地理核心素养的分类、分析和研究，分析试题侧重考察核心素养概况、试题背景资料呈现形式、试题设问考查认知维度、试题水平等方面的内容，搜集分析历届国际中学生地理奥林匹克竞赛试题中与本研究对象中的高考试题考查方向相关的题目，通过文本分析和比较分析，为解决目前我国高中地理试题在核心素养考核方面存在的问题提供值得参考的建议，为试题的优化提供借鉴。本文研究结果如下所示：（1）试题对于核心素养的考查有待加强。体现为：各试卷中考查4大地理核心素养的试题数量不均衡，侧重考查综合思维的试题数量最多，而侧重考查地理实践力的试题数量最少；4大地理核心素养的考查试题题目水平以学业质量标准中的水平一、水平二所占比例最大，达到水平三的试题数量很少，没有达到水平4的题目。（2）侧重考查各个地理核心素养的试题存在诸多共性问题。在试题背景资料呈现方面，文字资料所占比重均大于图像资料；在试题背景资料和学生问答的关系上，均不同程度的存在试题的背景资料过于简单，为学生作答提供直接信息的现象；在试题背景资料与学生认知维度之间的关系上，所呈现材料仅局限于考查学生的记忆、理解、应用和分析能力，而对于评论和创造能力的考查深为缺乏。（3）试题优化有以下方式：变换背景资料呈现形式（文图转换、变换地图的投影形式、细化景观图片、变换统计图的形式）；丰富背景资料内容（增加题目中呈现的地理要素的数量、扩展地理要素呈现的空间、从更长的时间视角呈现地理现象）；提高对于学生认知水平的考核要求（通过呈现相似事物要求学生辨认进而提高对于记忆考查的难度、在学生对地理事物进行理解和分析的基础上要求其进行评论或设计解决问题的方案等）。

Cultivating the core qualities of students has become an important direction of education. Through the measurement and evaluation of core literacy on related topics in the National Unified Examination for Higher Education Enrollment (ie, college entrance examination), it is helpful to promote core literacy in all aspects of education and teaching. implement. The Ministry of Education “issuing the Notice on Curriculum Standards for Common Senior High School Programs and Languages (2017 Edition)”, the 2017 edition of the curriculum standards is mainly characterized by the discipline core quality and academic quality standards, and will be used for the preparation of textbooks and teaching activities in the future. The new requirements have been put forward in various aspects such as the implementation of the evaluation and the implementation of teaching evaluation. Based on the analysis of existing research results, this article is based on the 2017 edition of the General Geography Curriculum Standards for Senior Middle Schools, taking the examination of geographic core accomplishments as the starting point and the end result, and the 2015-2017 National College Entrance Examination geography test national volume I, national volume II, national volume III, and Beijing. The examination papers related to volumes and Tianjin volumes have been classified, analyzed and studied based on geographical core qualities. The analysis questions focus on the aspects of core literacy, the presentation of background data on test questions, the cognitive dimensions of test questions, the level of test questions, and so on. The topics related to the examination questions in the subjects of the previous International Middle School Student Geographic Olympiad competition and the subjects in this study, through text analysis and comparative analysis, provide valuable suggestions for resolving the problems existing in the examination of core literacy in senior high school geography examinations in China. To provide reference for the optimization of test questions. The results of this study are as follows: (1) The examination of core questions for test questions needs to be strengthened. Embodied as follows: The number of examination papers for examination of the 4 major geographical core literacy in each examination paper is unbalanced, and the number of examination papers focusing on comprehensive thinking is the largest, while the number of examination papers focusing on geographical practice power is the least; 4 examination questions of geographical core literacy are subject to the academic level. The level 1 and level 2 of the quality standards accounted for the largest proportion, and the number of questions that reached the level 3 was very small and did not reach the level 4 topic. (2) There are many common problems that focus on examining the questions of geographic core literacy. In the context of the presentation of test questions, the proportion of textual data is larger than that of image data; in the relationship between test background information and student question and answer, the background information of test papers with varying degrees of existence is too simple, providing direct information for students to answer questions; The relationship between the background data of the test questions and the cognitive dimensions of the students, the materials presented are limited to the examination of the students' memory, comprehension, application and analysis capabilities, and they are deeply lacking in the examination of review and creative abilities. (3) Question optimization has the following methods: transform the presentation form of background data (text-to-image conversion, projection form of transformation map, refinement of landscape image, and form of transforming statistical graph); enrich background information content (increasing the geographic elements presented in the title Quantity, expansion of geographical elements, and presentation of geographical phenomena from a longer time perspective; improvement of assessment requirements for students' cognitive level (by presenting similar things requiring students to identify and then improve the difficulty of memory examinations, in the student's geographical things Based on understanding and analysis, it is required to comment or design solutions to the problem, etc.).