Research On Evaluation Of Middle School Geography Lessons Based On Rubrics Design

"Focus on Performance Evaluation" is a major reform highlight of the "General High School Geography Curriculum Standards" promulgated by the Ministry of Education,which points out a new direction for evaluation activities in education.As an important performance evaluation tool,the gauge can perfectly combine qualitative evaluation with quantitative evaluation.Applying the gauge to the geography class evaluation can not only meet the evaluation requirements of the new curriculum standard,but also make the curriculum evaluation more scientific and rigorous,and provide better feedback for the evaluation of the class.Based on the research basis of predecessors' evaluation of the class and the design of gauges,combined with the characteristics of geography,this paper summarizes the principles of gauge design,and constructs a gauge suitable for the evaluation of geography lectures in middle school,and applies it to the evaluation of the status quo of geography in middle school.Based on the fuzzy mathematics method,the results are processed to provide a corresponding strategy for improving the geography teaching in middle school.The main research contents are as follows:Firstly,it analyzes the research progress of lectures and gauges at home and abroad,and clarifies the basic theory,research route and value of this paper.In view of the phenomenon that the existing concepts are not unified,this paper first defines the concepts such as lectures,geography lectures,geography lecture evaluation and gauges.Secondly,under the guidance of the new concept geography teaching theory,systematic evaluation theory,multi-intelligence evaluation,etc.,combined with the characteristics of geography disciplines and expert consultation,according to "teaching(learning)","how to teach(study)","press The question of what program teaches(study)and "why does this teach(study)" determines the five dimensions of geography and gauge evaluation,namely:teaching materials,teaching methods,teaching methods,teaching process,concept penetration,and selection There are 17 first-level indicators and 25 second-level indicators.Thirdly,the analytic hierarchy process is used to empower each dimension indicator,and each evaluation dimension is divided into four levels:excellent,good,medium and poor,so as to generate geography lecture evaluation metrics.The method of determining the right of indicators is as follows:firstly,establish the hierarchical structure model of the middle school geography lecture class,then construct the comparative judgment matrix of each level index,and then obtain the feature vector through the hierarchical single sequence,and then derive the weight of each level index,and finally proceed Consistency test.Fourthly,using the generated geography lecture evaluation gauge to evaluate 12 high school geography textbooks selected from the national education resource public service platform,and at the same time ensure that each judge has six judges to score them,in order to minimize the subjective evaluation.Sex,in the scoring process can refer to the modified Likert scale assessment method.Integrate each qualitative review of the judges and summarize them into the corresponding evaluation records,and apply the score data to the matrix calculation method in fuzzy mathematics to obtain the final score of each lecture..Fifthly,the statistical analysis of the evaluation results from the overall and local dimensions,and the analysis of the current situation of the middle school geography class.It is found that the level of geography teachers in middle school is generally in a good grade.There are few phenomena that do not understand or teach,but there are lack of curriculum guidelines,neglect of academic analysis,weak theoretical basis,unscientific target design,and insufficient teaching integration.The teaching process is incomplete and the concept of human land is diminished.On this basis,five major promotion strategies are proposed for the problems of geography teaching:tracking teaching direction,adhering to the teaching standard orientation;enriching theoretical guidance,clear teaching logic;basing on student development,focusing on target science;developing bilateral interaction and promoting teaching integration Strengthen the penetration of literacy and deepen coordination between people and people.In general,this paper based on the performance evaluation tool-quantity design to qualitative and quantitative evaluation of the status quo of middle school geography,is conducive to deepening the new geography curriculum reform,promoting the professional development of geography teachers,and improving the effectiveness of geography classroom teaching.