最新颁布的《义务教育地理课程标准（2022年版）》提出，区域认知是初中地理课程核心素养之一。区域地理在初中地理课程中占据主体地位，“世界地理”主题是大多数初中生发展区域认知素养的起点，为整个区域地理的学习奠定基础。

为此，本研究聚焦初中“世界地理”主题中区域认知素养的表现，围绕“初中‘世界地理’主题中区域认知素养的测评框架是什么？”、“预设的区域认知素养水平及其表现是什么？如何进行验证和修订？”、“依据测评框架和预设素养水平开发的测评工具是什么？如何分析测评工具的质量以及如何解读测评数据？”、“初中‘世界地理’主题中区域认知素养的水平及其表现模型是什么？”、“初中生在‘世界地理’主题中区域认知素养的表现现状是怎样的？”这五个主要问题展开研究。

本研究解读了初中“世界地理”主题的区域认知素养内涵，构建了包含知识维度、能力维度和任务情境维度在内的测评框架，预设了区域认知素养水平并刻画了表现标准。依据测评框架、预设水平及表现标准开发了测评工具，对SW市4121名七年级学生施测。通过Rasch模型的Winsteps软件对测评工具进行质量分析，数据显示，本研究开发的测评工具质量良好。利用SPSS Statistics 25对Rasch模型中生成的试题难度值进行差异性检验，验证试题中预设素养水平的划分，发现预设水平中的水平1与水平2没有显著性差异；然后，探索影响水平划分（试题难度值）的因素，发现不同任务情境维度的试题难度值之间存在显著性差异。控制知识维度变量和能力维度变量，偏相关分析发现任务情境维度与试题难度值之间存在显著的高度相关关系。分析试题难度值异常的试题，发现情境的陌生度是试题难度值异常的重要原因。

基于此，对任务情境的内涵、区域认知素养水平以及表现进行了修订和完善，最终形成了初中“世界地理”中区域认知素养的水平及表现模型，修订后的各个水平之间存在显著性差异。接着，利用Rasch模型生成的每个学生的的能力值， 基于Bookmarking明确了各水平之间的分界线，从而划分了学生的区域认知素养水平。数据显示，不同水平的学生的能力值存在显著性差异。最后描述了参与测评的学生在“世界地理”主题中区域认知素养的表现现状。

       本研究拆解了初中“世界地理”主题的区域认知素养的构成，基于实证建构了初中生在“世界地理”中的区域认知素养表现水平表现模型，描述了参与测评的群体在“世界地理”主题中区域认知素养的表现现状，有以下三点重要意义：（1）能够为初中“世界地理”主题中培养区域认知素养时“教什么”以及“教到什么程度”提供启示；（2）能够丰富初中区域认知素养表现研究；（3）能够为中学地理课程核心素养的测评提供一定的实证参考。

The newly released Geography Curriculum Standards for Compulsory Education (2022  Version) proposes that Regional Cognition is one of the core competency of junior high school geography. Regional geography occupies a dominant position in the junior high school geography curriculum, and the theme of "World Geography" is the starting point for most junior high school students to develop Regional Cognition competency, which lays the foundation for the learning of the entire regional geography.

Therefore, this research focuses on the Performance of Regional Cognition  competency in the  "World Geography", and mainly focuses on the following five questions: (1)What is the evaluation framework for Regional Cognition  competency of “World Geography” in junior high school? (2) What is the preset level of Regional Cognition  competency and its performance? How to verify and revise? (3) What are the assessment tools based on the evaluation framework and preset competency levels? How to analyze the quality of the assessment tools and assessment data? (4) What is the performance model of Regional Cognition  competency of “World Geography” in junior middle school? (5) What is the current situation of the Regional Cognition  competency of junior high school students in “World Geography”?

This study interprets the connotation of Regional Cognition  competency in the theme of "World Geography" in junior high school, and constructs an evaluation framework including knowledge dimension, ability dimension and task situation dimension, and presupposes the level of Regional Cognition  competency and describes its performance. Based on the evaluation framework, preset levels and its performance, an assessment tool was developed to test 4121 seventh-grade students in SW City. The quality of the assessment tools was analyzed by the Winsteps 3.72.0 of the Rasch model, and the data showed that the quality of the assessment tools in this study was good.

Using SPSS Statistics 25 to test the differences of the difficulty values of the test items generated in the Rasch model, to verify the division of the preset competency levels. It is found that there is no significant difference between preset level 1 and level 2. Then, the factors influencing the level division (items’ difficulty value) were explored, and the items with abnormal difficulty value were analyzed and find that there are significant differences among item difficulty values of different task situation dimensions, and there was a significantly high correlated relationship; the strangeness of the situation is an important factor for the abnormal difficulty value of the items. Based on this, the connotation of the task situation, the level and performance of Regional Cognition  competency were revised and improved, and finally the performance model of Regional Cognition  competency in "World Geography" in junior high school was formed. There are significant differences of items’ difficulty value between the revised levels. Then, using the Rasch model to generate the ability value of each student, and the boundary between each level was clarified based on Bookmarking method and thereby dividing the students' Regional Cognition  competency levels. There are significant differences in the ability values of students at different levels. Finally, the present situation of Regional Cognition  competency in "World Geography" of the students participating in the assessment is analyzed.

This research deconstructs the composition of Regional Cognition  competency in junior middle school "World Geography" theme, and forms a level and performance model of Regional Cognitive competency in junior middle school in "World Geography" based on empirical evidence, and describes the performance of Regional Cognition competency of the groups participating in the assessment.  This research has the following three important meanings: (1) It can provide enlightenment for "what to teach" and "what degree to teach" when cultivating Regional Cognition  competency in "World geography" in junior middle school; (2) It can enrich the theoretical system of the performance model of Regional Cognition  competency in junior middle school; (3) It can provide some empirical reference for the evaluation of the core competency of geography in middle school.