Research On The Evaluation Of The Teaching Effect Of Junior High School Geography Based On ST Analysis

With the gradual deepening of the new round of basic education curriculum reform,case teaching method has entered the junior high school geography classroom.Compared with other teaching methods,it has two advantages:First,the use of cases to create learning situations,to attract students to learn interest;the second is to guide students to study the exchange of cases,exercise the ability of students to analyze problems.The study of junior middle school geography case teaching method is conducive to the change of geography curriculum,improve the quality of geography classroom,improve teachers 'skills and promote students' development.In this paper,a secondary school in Shenzhen,for example,through the questionnaire survey to understand the status of the school case teaching methods and existing problems,and make improvements,and finally based on ST analysis of improved evaluation and improvement before the case teaching method classroom,that The improved case teaching method is more efficient.First of all,this paper describes the background and significance of this paper,through reading the literature to grasp the status quo of research at home and abroad to determine the research content and research methods,sort out the research ideas and technical lines;after the definition of cases,teaching cases and case teaching method definition And then to determine the theoretical basis of this article;then through the school of nine geography teachers and seventh grade 10 students in the questionnaire,mastered the school case teaching method of the status quo and the existing problems,and based on the problems raised to improve the proposal Finally,in order to validate the validity of the proposed method,based on the ST analysis,the comparative evaluation is improved with the geography before the improvement.Through the above research,the conclusions are as follows:1.A secondary school survey in Shenzhen found that:(1)most of the teachers lack the experience of case teaching.(2)the teacher in the case of teaching did not give students the time to think independently.(3)case teaching classroom order more chaotic.(4)teachers in the case of teaching analysis and discussion of a single way.(5)Some students did not participate in the case teaching method classroom.(6)the school using case teaching method to teach the results produced when the effect is not balanced.2.Suggestions for improving the problems found in the questionnaire results:(1)young teachers should ask the old teachers to teach the case teaching experience.(2)teachers in the case of teaching to give students some independent thinking time.(3)the use of a variety of teaching media.(4)Increase the frequency of group discussions when analyzing cases.(5)Summarize the case using the method of mind mapping.3.Based on the S-T analysis method to improve and improve the case before the classroom teaching method,found that the improved case teaching method classroom higher efficiency.By comparing the ST curves of the two classes,it was found that the teacher had thought about the students in four classes,and that of the students in the four classes was 0.60,and that of the six students was 0.27,which indicated that the teachers When the class is taught,the student's subjectivity is implemented.In the teacher-student behavior conversion rate,4 classes for the 0.44,6 class 0.22,by comparing the two classes of Rt-Ch map found 4 classes of teaching mode for the dialogue teaching mode,6 classes of teaching mode for the teaching type of teaching,Can be seen 4 classes to establish a harmonious relationship between teachers and students.The innovation of this paper is based on the S-T analysis method to evaluate the improvement and improvement of the geography case teaching method classroom.It is found that the improved case teaching method classroom implements the student's subjectivity and establishes the harmonious teacher-student relationship.