Geography Assignment Design for Enhancing Targeted Literacy in the Context of "Double Reduction"

Abstract

In the context of the "double reduction" policy, this article analyzes how to enhance the quality and efficiency of geography education in the new college entrance examination, in order to fully implement the fundamental task of cultivating students' moral character. By studying curriculum standards, past examination questions, and classroom teaching methods, the article explores teaching directions and extends this knowledge to design geography assignments that promote students' divergent thinking abilities. This approach aims to smoothly integrate geography teaching that incorporates humanistic care into the evaluation practices of the college entrance examination.