Research On The Evaluation Of Learning Progression Level Of The Core Concept "Location And Distribution" In Middle School Geography

As one of the core concepts of geography in middle school,"location and distribution" can organize complex and diverse geographical knowledge,which runs through all stages of geography teaching in junior and senior high schools.The learning progression of "location and distribution" can refine the relevant content requirements in the curriculum standards,contribute to the implementation of the curriculum goal of cultivating students' core literacy in geography,and promote the integration of curriculum,teaching and evaluation.At present,there are few studies on the construction and empirical evaluation of the learning progression system of the core concept "location and distribution" in the geography discipline of our country.Therefore,this paper constructs a "location and distribution" learning progression system from the perspective of curriculum and teaching theory,and develops assessment tools to evaluate students' learning progression level.In this paper,when constructing the learning progression system of "location and distribution",drawing on the existing research results of "location and distribution",to sort out the characteristics of "location and distribution" in the curriculum standards and textbooks of geography in junior and senior high schools,and combined with the theory of classification of educational objectives,the dimensions of the learning progression of "location and distribution" and the internal indicators of each dimension are determined,and the hierarchical level of each index was divided according to the complexity of the situation,the interaction of different quantitative factors and the level of cognitive development and other advanced variables.Through the expert consultation method,this paper tests the scientificity and rationality of the preliminary constructed learning progression system of the "location and distribution",and corrects it.Based on the constructed "location and distribution" learning progression system,the "location and distribution" learning progression level assessment tool is developed by referring to the contents of the college entrance examination questions and textbooks,such as thinking and activities.The test subjects were selected for the predictive evaluation,and the Rasch model was used to analyze the reliability,separation and fit of the evaluation tool to test the effectiveness of the evaluation tool.Combined with the suggestions of front-line geography teachers and the interview results of representative students,the reasons for the appearance of unsatisfactory parameters are analyzed,and the evaluation tool is revised on this basis.Using the revised evaluation tool to conduct formal evaluation on the students in Class 3,Grade 3 of a high school,combined with the data results analyzed by Rasch model,evaluated the students' learning progression level of "location and distribution",and it was found that most of the students in the tested class were at the "location and distribution" learning progression level 3.From the level of each index,students have a lower level of location influence and distribution cause index hierarchy.According to the "location and distribution" learning progression system and the evaluation results of the students' learning progression,some suggestions are put forward for teaching and evaluation based on "location and distribution" learning progression.