A Study On The Consistency Of Teaching,Learing And Evaluation In Geography Classroom Teaching

The new curriculum reform puts forward new requirements for geography classroom teaching.Teachers must not only teach students the geography knowledge required to master the course requirements,but also cultivate students' geographic quality,enhance students' geographical practice,and enable students to actively explore the geography of life.The ability of the problem.The teaching-learning-appraising consistency takes the teaching goal as the starting point,and finally achieves the teaching goal.The evaluation activity runs through the classroom teaching.The student changes from passive learning to active learning.The student actively participates in the classroom activities and actively thinks and answers questions.Helps improve classroom effectiveness and student motivation.Teachers in the teaching-learning-approval of consistent geography classroom teaching can find their own problems in a timely manner,and constantly improve themselves and improve their teaching ability.Based on this,this paper chooses the consistency of teaching-learning-assessment as the key research direction,and combines it with the relevant research theories of modern curriculum theory,educational target classification theory,reverse teaching theory,and combines it with junior high school geography home teaching,using the literature research method.The study methods of observation,interviewing,and interviewing were based on five geography teachers from a junior high school in Zhengzhou City and their geography classrooms.They observed the status quo of the consistency of teaching,learning,and evaluation in geography teaching in junior high schools,and explored the current junior high school.The problems presented in geography teaching,and put forward corresponding strategies,in order to promote the development of teaching-learning-assessment consistency.Through the analysis of the results of classroom observation and teacher interviews,the following problems exist in the geography classroom:(1)In terms of teaching objectives,the teaching objectives of the review class are relatively general,some of the classroom teaching objectives are not presented in the form of words,and some teaching The statement of the goal is unclear and unreasonable.(2)In terms of teaching activities,some classroom teaching content deviates from the teaching objectives,and some classroom teaching activities are not sufficient to achieve the cognitive dimensions set in teaching objectives.(3)As for evaluation activities,there is a lack of process evaluation in classroom teaching,and there is no evaluation feedback in a small part of the classroom.Part of the evaluation feedback is not enough to help students recognize their own learning situation.The main reasons for the problems in classroom teaching are analyzed.The main reasons are as follows:(1)The teacher's goal consciousness is not strong,which leads to the lack of clear goal guidelines for teaching activities and evaluation activities.This is also the inconsistent teaching-learning-assessment in classroom teaching.The important reason.(2)The lack of detailed design of classroom teaching by teachers results in chaos and chaos in classrooms and teaching,and it is difficult to make full use of class time,which ultimately results in ineffective or ineffective classroom learning for students.(3)The teacher's evaluation of literacy is not enough,and the lack of evaluation literacy is an important reason for the inconsistency between evaluation and teaching.Suggestions for improving the consistency of classroom teaching-learning-assessment are put forward:(1)To improve the consistency of classroom-teaching-evaluation,teachers' goal consciousness must be strengthened first.Teachers must carefully study the curriculum standards before preparing lessons,and formulate clear and reasonable teaching goals based on the curriculum standards.(2)Improve teachers' teaching design ability,design evaluation activities based on teaching objectives,and design teaching activities based on teaching objectives and evaluation activities.(3)Improve teachers' evaluation literacy,improve the teacher training system,and strengthen the training of teachers' evaluation literacy.Teachers should enhance their awareness of evaluation and enhance their own evaluation literacy.An empirical study was conducted on the geography classroom of teaching-learning-approval consistency,and the design process was described in detail,and the implementation effects were analyzed.In the course of the implementation of the classroom,a clear classroom teaching goal guides each process of teaching;the evaluation activity runs through the classroom all the time to promote the achievement of learning objectives;teaching activities are effectively launched,and each teaching link is matched with learning objectives.At the same time,according to the evaluation activity,the student's goal achievement is judged,and the teaching activities are adjusted in time to ensure the effectiveness of teaching activities.The innovation of this paper lies in the use of qualitative research methods to analyze the consistency of teaching-learning-appraisal in geography classrooms,to enter the real geography classroom for observation,to interview the observation teachers,to identify problems,analyze the reasons and propose Countermeasures,then empirical research,rather than simple theoretical research.The consistency of teaching-learning-assessment is of great significance in improving the effectiveness of teaching.It is hoped that this study can arouse everyone's attention and attention to the consistency of teaching-learning-assessment,deepen the understanding of the consistency of teaching-learning-assessment,and promote geography.The teaching-learning-assessment of teaching develops consistently and continuously improves the quality of teaching.