Research On The Diagnosis Of Geography Teachers' Evaluating Behavior In Senior Middle School

The behavior of classroom answering takes place after the question and answer behavior of teachers and students,and it is the teacher's response and treatment to the students ' answers,which runs through the classroom teaching and is an important form of the interaction between teachers and students.Because of the subtle performance of this behavior,it is easy to be neglected in classroom teaching,but the answer has an irreplaceable important role in the development of effective classroom teaching.What are the current situation in the middle school geography classroom teaching?What are the outstanding problems?How to further improve the effectiveness of the classroom answer?It is the problem that this paper needs to think about and solve.This paper follows the logic of finding,analyzing and solving problems,combs the background,significance and present situation of the study of classroom answering behavior through literature study,and determines the related concepts and theories,puts forward some questions,establishes the starting point of this study,and constructs the observation scale of classroom answer behavior of high school geography teachers in combination with expert consultation.From two angles of novice teacher and empirical teacher,open class and normal course,the diagnosis is carried out,and the diagnosis results are collated and analyzed,and the following problems are found:the level difference of different diagnostic objects is obvious,the presupposition of classroom answer is not deep enough,the students participation is low,the answer method is single,the content of the answer is vague,and the penetration of geographical core accomplishment is insufficient.Aiming at the dilemma of the current high school geography classroom answer behavior,compiling the questionnaire,through the questionnaire survey and analysis to understand that the causes of the current teacher's answer is manifold:teachers generally pay attention to,in-depth lack of research,pay attention to the design of questions,neglect of the presupposition of the subject,weak discipline,lack of cognitive awareness;The overall level is low,reflective training is insufficient.After in-depth understanding of the problems and causes of the classroom answering behavior of high school geography teachers,it is pointed out that teachers can improve the level of answering behavior from the following aspects:enhancing the consciousness of answering questions,making pre-class presupposition,improving professional accomplishment,safeguarding the quality of the answer,paying attention to the differences in learning feelings,promoting the development of students,attaching strengthen practical training.