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Incentive Evaluation Of High School Geography Classroom Teaching Based On Video Case Study

Posted on:2018-03-14Degree:MasterType:Thesis
Country:ChinaCandidate:X R FanFull Text:PDF
GTID:2347330512491942Subject:Subject teaching
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A new round of basic education curriculum reform advocates the basic idea "for the development of every student",it is concerned to stimulate students' potential,promote the comprehensive development of students,pay attention to the evaluation of the incentive function.In high school geography classroom teaching,incentive evaluation can inspire students to study the internal driving force of geography,to create a relaxed and harmonious teaching atmosphere.Therefore,in the geography classroom teaching,the application of incentive evaluation is very important.There are three main problems in this paper.First,what are the problems in the application of incentive evaluation of geography classroom teaching high school? Second,what are the reasons for analyzing these problems? Third,put forward an effective strategy.The research object of this thesis is the video of the geography classroom of the ten high schools.Therefore,this thesis is based on the case study of incentive evaluation in high school geography classroom.Through the observation of the ten-year high school geography classroom,this paper analyzes the advantages and disadvantages of the ten teachers in the use of incentive evaluation,and explores the underlying causes.Finally,based on the analysis of the ten cases,the author tries to find out the effective incentive evaluation in the high school geography classroom Strategy.The research ideas of this paper are to ask questions,analyze problems and solve problems.The present situation of incentive evaluation in geography classroom teaching in senior high school was obtained through literature and classroom observation.Then through the relevant data on Section 30 of the high school geography class video statistics and case studies,and finally summarize,draw some effective incentive evaluation strategies.Classroom is the place where teachers' teaching and students learn.Classroom observation is the most important method of this thesis.Classroom observation is a scientific research method,this paper in the use of classroom observation and research to follow a certain steps and processes.First,determine the ten sections to be observed in high school geography video.Secondly,collect relevant data for this Section 30 geography class video,mainly through two ways observations were recorded.Qualitative classroom observation of the recording method is to describe the system approach.This method can put a class of real playback.Time to 15 seconds limit,a continuous record of geography classroom teacher and student activities.This is a process code that is encoded in the order of teacher activity and student activity that changes over time in high school geography.Record quantitative classroom observation able to collect first-hand information.This method,the subjective judgment of the observer,less subjective reasoning,can objectively collect some of the required data in the classroom.In this study,the author of 10 knots in high school geography class video quantitative data record from the frequency of the excitation evaluation use,evaluators,evaluation objects,evaluation methods,evaluation of the content of these areas.In this study,the author of 10 knots in high school geography class video quantitative data record from the frequency of the excitation evaluation use,evaluators,evaluation objects,evaluation methods,evaluation of the content of these areas.But there are some other problems.These problems are mainly manifested in the following aspects: the monotonous language of incentive evaluation,the lack of clarity,the complementarity of evaluation methods,the complementarity of neglect mode,the prevalence of formalism,lack of relevance,and the evaluation of one-sided aspects.According to the existence of these problems,the author conducted a reason to explore.As the classroom observation is mainly observed teacher activities,so the main reason is to explore from the teacher's side.I mainly analyze four reasons,namely,the lack of systematic theoretical guidance of teachers,teachers lack the habit of reflection,analysis of students' psychological needs of teachers is not accurate enough.In order to give front-line geography teachers provide practical method.The author puts forward the principle that the incentive evaluation should follow in the application of geography classroom teaching in high school,mainly including the principle of subjectivity,the principle of pluralism,the principle of development and the principle of objectivity.In order to effectively solve the above problems,can promote the incentive evaluation in high school geography classroom implementation of effective strategies,the author also put forward five practical recommendations.First,the incentive evaluation is not equal to the praise.Encourage and praise the students must be rich feelings,sincere encouragement and praise students,but must pay attention to follow the objective facts,to moderate praise.However,when a student's behavior is not appropriate,teachers cannot blindly encourage students to learn to rational use of non-incentive evaluation.Second,the use of polyhydric excitation evaluation criteria,allows asynchronous standard.Just as there are no two identical leaves in the world,there are two identical students in the world.So to adopt a comprehensive standard,the evaluation point of view must be diversified,for different students to be layered incentive.Third,students focus on self-motivation.Fourth,pay attention to the complementarity of incentive evaluation methods.Fifth,strengthen theoretical study and diligent teachers encourage reflection evaluation behavior.
Keywords/Search Tags:High School Geography, Classroom teaching, Incentive Evaluation, Case study, Classroom observation
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