Evaluation Of Geography Teaching Auxiliary Books In Senior High School From The Perspective Of Generative Learning

High school geography teaching auxiliary book is an important geography curriculum resource.The general high school geography curriculum standard(2017 Edition)also clearly requires that schools should pay attention to the development of geography curriculum resources inside and outside the school.In December 2018,the first K12 online education forum was held in Beijing.It was mentioned in the forum that in today's era when teaching and auxiliary resources are in full bloom,teaching and auxiliary resources based on subject core literacy should keep pace with the times and really promote the implementation of core literacy.However,there is still a lack of scientific evaluation standards for high-quality geography teaching and auxiliary books in the existing research.Therefore,it is of great practical significance to carry out the research on the evaluation of high school geography teaching auxiliary books.Generative learning is a classic and important way of learning,which emphasizes that learners should constantly establish a connection between new content and existing knowledge in the process of learning and construct meaning.This kind of natural and active learning method is taking place when students use geography teaching auxiliary books for learning.This study attempts to construct the evaluation criteria of geography teaching aids in senior high school from the perspective of generative learning.Through empirical investigation and evaluation,it analyzes the problem of content compilation,and puts forward some targeted optimization strategies for reference.First of all,on the basis of literature review,this paper discusses the background,significance and ideas of this study,and systematically combs the domestic and foreign research related to this study.Then,the related concepts and theories are elaborated.Thirdly,by using the methods of literature analysis,CO word cluster analysis and expert consultation,the evaluation system of geography teaching auxiliary books in senior high school from the perspective of generative learning and the scale that can be used for observation and evaluation are constructed.Fourth,carry out practical evaluation of teachers,through the teacher questionnaire in Hubei Province conducted a wide range of surveys.Fifth,carry out research evaluation.The research community focused on the high school geography teaching auxiliary books which were used frequently in the early questionnaire survey.Sixth,integrate the results of teachers' evaluation and researchers' evaluation,get the compilation of geography teaching aids in senior high school,and put forward eight targeted optimization strategies.Finally,the main conclusions.innovations and shortcomings of this study,as well as research prospects are summarized.Through the two-stage evaluation research,it is found that the high school geography teaching auxiliary books are widely used in middle school,but based on the generative learning perspective,there are few geography teaching auxiliary books that can reach the high quality level,and there are different degrees of problems in the design idea,content preparation and generative learning function.The common problems of teachers' evaluation and researchers' evaluation are as follows:in the generative requirements of curriculum objectives,there is a general lack of design embodiment of geographical practice;in the generative cultivation of geographical discipline ideas,the overall design is very lacking;students are less involved in the design of generative learning thought map,which is not conducive to the generative development of thinking;the geographical situation of generative learning Design novelty is not high,lack of interest and life;the effective learning method guidance of geography generative learning is insufficient,lack of operability and concreteness;in the evaluation link of generative learning,the detection link is dominated by "exam oriented questions",lack of open practice,and in the evaluation link,the level evaluation and process evaluation are ignored.There are three personality problems:as one of the generative requirements of curriculum objectives,the concept of human land coordination is relatively simple in the design of materials;in the use of geographical images,the geographical landscape map is relatively lacking;some teaching aids are not vivid and specific in the expression of language,which can not effectively cause the students' learning motivation of geographical generation.According to the problems found in the study,combined with the in-depth analysis of sample cases and the investigation and research opinions,the following optimization strategies are proposed:strengthen the design of the question chain to really enter the essence of the relationship between man and earth;select the practical activities of geography to guide the students to experience the practical process;highlight the value of geographical exploration and deeply explore the ideas of geography discipline;reasonably match the geographical images to inspire the students to design the thought map;select the situation to keep pace with the times and closely follow the geographical interest of students' life;guide the fine chemical method Content:to classify and classify learning methods;integrate open practice properly,to develop students' internal quality in an all-round way;give consideration to the evaluation of result process and scientific evaluation of students' knowledge and ability.