Research On Performance Evaluation Of High School Students’ Geographical Practice Ability Based On PTA

The "General Senior High School Geography Curriculum Standard(2017 Edition)" promulgated by the Ministry of Education has identified the four core qualities of geography,and geographical practice literacy has a great role in the development of students as an important component.With the continuous deepening of the geographical curriculum reform,schools and teachers have paid more and more attention to the students’ geographical and practical literacy,but at present,the research on geographical practical power mainly focuses on training strategies.There is relatively little research on how to evaluate students’ geographical and practical ability and how to establish a development evaluation system.This paper draws on the teaching and evaluation suggestions in geography curriculum standards,and tries to apply expressiveness evaluation to the evaluation of students’ geography practice on the basis of previous studies,so as to guide students to continuously improve their geography literacy in geography practice activities.Taking Zhengding Middle School in Hebei as an example,this paper analyzes the current situation of the evaluation of the geographical practice power of high school students.According to the survey results,a PTA scale for the evaluation of geographical practice power performance was designed,and then the performance of students in geographical practice was evaluated using the designed PTA scale.And the evaluation results are analyzed and summarized.The full text is divided into six parts:The first part is the introduction.This paper analyzes the background and significance of the research,summarizes and collates the current research situation at home and abroad by means of literature,and puts forward the research methods and routes of this paper.The second part is the definition of relevant concepts and theoretical basis.This paper defines the concepts of PTA,geographical practice,expressiveness evaluation and geographical practice performance evaluation,and introduces the theoretical foundations of constructivism theory,multiple intelligence theory and situational cognition theory.The third part is the status survey.Taking senior high school teachers and students as the object of study,using questionnaires and individual interviews,this paper analyzes the implementation status,problems and difficulties of the high school students’ geographical practice ability evaluation under the background of the new course reform,and further explores the specific methods of the performance evaluation of geographical practice.The fourth part is the design of PTA scale.According to the current situation of the survey and the specific requirements of the geographic curriculum standards for the geographical practice ability,a detailed evaluation of the PTA scale of geographical practice power performance was formulated by means of expert consultation method and analytic hierarchy process method,and the method of use was explained.The fifth part is the concrete practice.The PTA scale is designed to evaluate students’ performance in geographic practice,collect and analyze the evaluation results,and put forward corresponding improvement measures for the problems existing in the evaluation.The sixth part is the conclusion.Summarize the conclusions of the study,identify the existing shortcomings and the direction of future efforts.