The Application Of Concept MAP In High School Geography Teaching Evaluation

The basic education was continuously reforming with the implementation of the quality of education,new curriculum theories which about curriculum standard of high school geography have also been proposed.Teaching evaluation,as an essential link,is also facing the challenge of the period.Traditional teaching evaluation which mainly depends on examinations hindered the implementation of quality education and the reform of basic education.In order to make up for the shortcoming of traditional evaluation to a certain degree,conceptual maps should be widely use as a new cognitive tool,which is worthiness.Conceptual maps possess powerful functions that include exhibit concepts in the form of schematism and establish connection between old and new knowledge,however the conceptual maps,act as an evaluation tool,which are often covered by its cognitive function.In this paper,conceptual maps,as an evaluation tool,have studied its significance and functions of existence in high school geography teaching evaluation so that it could provide a supplementary assessment tool for high school geography teaching evaluation.If we can make good use of conceptual maps to evaluate functions in high school geography,we will contribute to high school geography teaching evaluation and high school geography teaching.In the context of the new curriculum reform,this study explored the application of conceptual maps as an evaluation tool in high school geography.The rationality and effectiveness of conceptual maps which as a teaching evaluation tool was demonstrate by literature research,survey,experiment methods and so on in order to increase the diversity and pertinence of teaching evaluation and providing supplement for teaching evaluation.The main body of the dissertation consists of the following three parts:The first part includes the content of the first chapter,the second chapter and the third chapter,Which introduce the research background,research significance,research status at home and abroad,research methods,and research techniques et al of conceptual maps respectively applied to high school geography teaching evaluation,in order to make basic investigation and preparatory for the subject research.In the second part,that we provided a more complete and powerful theoretical support this study,we analyzed the theoretical foundation which as teaching evaluation tool,defined the definition of theoretical research and development of conceptual maps,the theoretical basic and principles of teaching evaluation.At the same time,we elaborated the theory of conceptual maps as an evaluation tool and itsfeasible and operability as a high school geography teaching evaluation tool.The third part is the key content of this article.Aiming at the requirement of high school geography teaching evaluation system,method and new curriculum reformation,we discussed the problems and feasibility study of conceptual maps as an evaluation tool in practical application.Taking the class 102 entire group students which belong to Guilin Renyuan school as survey object,after conceptual maps training and teaching,the students were tested by conceptual maps questions and traditional test.The detection foundation of conceptual maps was demonstrated by analyzing reliability,difficulty,differentiation and validity of the conceptual maps questions and their relationship with traditional tests.The conceptual map of teaching evaluation was proved by comparing the relationship between traditional tests and conceptual maps questions.Finally,the following conclusions are reached by analysis: it was proved that conceptual maps possessed ideal detected foundation by summarizing the reliability,difficulty,differentiation,relevance,etc.of the test questions,and it also reflected the organizational status of students' knowledge and the mastery of knowledge,promoted students learning meaningful.By studying the correlation between the concept map question and the traditional question,the research showed that the conceptual maps questions have the same effect as the traditional tests.The conceptual maps possessed flexible measurement method which tested together with traditional questions or separately,so the conceptual maps,which act as a teaching evaluation tool,increased the diversity of teaching evaluation which as a teaching evaluation tool.By analysis the result of student tests,the conceptual maps,which as teaching evaluation tool,excelled traditional evaluation tool in reflecting the reality of student knowledge structure and examination results,indicating that the evaluation of conceptual maps possessed the abilities of promoting studying and thinking of students.Learning the thinking model and Knowledge proficiency of student by conceptual maps was the focus of this research,that it could supplement traditional teaching evaluation and enrich evaluation method,and could enhance the variety and pertinent of teaching evaluation,so that the conceptual maps could better serve the teaching.At the end of this paper,there were some problems such as misgivings about the applicability of conceptual maps as a teaching evaluation tool,the complex conceptual maps scoring system and the reliability and effectiveness of conceptual maps as geography teaching evaluation tool.There are some suggests for solving these problems,the state generalizes improves the conceptual maps by increasing the reform of education,teacher should energetically learn the conceptual maps for increasing its application in teaching process,researchers speed up the theoretical study of conceptual maps as teaching evaluation tool.