Research On Visual Evaluation Of Geographical Practice Ability Based On Rubric

In the context of the new era,the establishment of education standards based on literacy is the trend of national education.China's General Senior High School Geography Curriculum Standards(2017 Edition)also clearly establishes the goals of geography education as four core literacy,of which geography practice is one of the core literacy.With the development of the times,the core issue of education has changed from knowledge transfer to literacy training.Learning is no longer the process and means of education,but the ultimate goal of education.Disciplinary knowledge is the basis for the development of individual capabilities,but it is the real starting point to cultivate the ability of individuals to solve problems in the face of real situations.The ultimate goal of education is to educate people.The particularity of geography discipline determines the importance of literacy of geographic practice,but among the existing research results of geographic practice,the cultivation of geographic practice still occupies a major position,and related research on the evaluation of geographic practice is insufficient.Teaching evaluation is a means to test the teaching effect.Accurate evaluation of students' geographic practical ability can really promote the further development of geographic practical ability.The education-based orientation of education is becoming stronger and stronger,and the future evaluation of teaching will surely develop towards visibility.The visual evaluation points to the development of the students.The visual evaluation allows the students to make their development explicit,and provides evidence and methods for the future development of the students.The implicit nature of geographic practice also requires the diversity of evaluation methods.Designing a geographic practical power evaluation gauge is an important means to promote the visibility of evaluation.It is an important way to achieve the combination of performance evaluation and summative evaluation,and qualitative and quantitative evaluation methods.This article starts with related literatures such as "geographic practice power","teaching evaluation",and "geographic practice power evaluation" at home and abroad,and correlates with gauges and teaching evaluation,geography practical power and visibility evaluation,and gauge and geographical practical power visibility evaluation.The concept is defined,and the connection and necessity are explained.Based on the study of geography teaching theory,multiple intelligence theory,and constructivist learning theory,the in-depth interpretation of the senior high school geography curriculum standards is intended to solve the subjectivity and objectivity issues,qualitative and quantitative issues,and integrity and independence issues of the evaluation system design.At the same time,a questionnaire survey on the status quo of geographical practice power evaluation is conducted to grasp the problems and evaluation expectations in front-line teaching.Based on the results of the questionnaire survey and the high school geography curriculum standards,geography teaching theory,and theory of learning psychology,the design of geographical practice power evaluation metrics.Finally,conduct empirical research based on the geographic practice evaluation scale proposed earlier,taking real geographic practice investigation activities as a case,and taking the performance of 54 students participating in the practice as observation objects,and scoring according to the evaluation scale.As a source of raw data.According to the analysis of the evaluation results,it is concluded that the important problems in the practical activities are:the purpose of the activity is not clear,the student's identity is not high;the program design is difficult,the teacher guidance is insufficient;the practice preparation is insufficient,the implementation process is chaotic;Weak consciousness;the efficiency of the migration link is low,and the use of methods is not valued.Then,according to the problems found,corresponding optimization measures were proposed for each stage.This article consists of six parts:First,the introduction.The research background of the subject is mainly analyzed from four perspectives:international education reform trend,domestic education reform policy,future teaching evaluation direction,and current status of geographical practice evaluation.Then collect and research the current status of research at home and abroad,which are mainly divided into three aspects:geographic practical ability,teaching evaluation,and geographic practical ability evaluation.After establishing the significance of the research,the research purpose and content,research method and route of this article were established.Second,the theory and method.First,it defines the related concepts of gauges,teaching evaluation,and geographic practical power,and explains the inevitability between gauges and teaching evaluation,geographic practical power and visual evaluation,and gauges and visual practical power.The rationality of the evaluation scale for geographic practical power evaluation.Secondly,it explains the theoretical basis of the evaluation of geographic practical power,and starts from the evaluation concepts and principles,and lays the foundation for the index selection and overall design of the geographic practical power evaluation scale.Thirdly,the survey and analysis of the status quo of geographic practical power evaluation.This chapter uses questionnaires and interviews to try to understand the status quo of geographical practice power evaluation in front-line teaching work,to grasp the problems and expectations of geographical practice power evaluation,which is the basis and direction for designing evaluation gauges.Fourth,the construction part of the geographic practical power evaluation gauge.This part is the core content of the article,which mainly introduces the construction process of the evaluation scale.First,the basic principles of scale construction were determined.Secondly,the theoretical basis for the selection of evaluation indicators is introduced in detail,and preliminary indicators are selected based on this.The expert consultation method was used to screen and modify the indicators,and the AHP analytic hierarchy process was used to set weights for the evaluation indicators,and a geographic practice evaluation scale was constructed to provide research tools for the empirical research later.Fifth,the empirical research part.Use the evaluation tools designed in Section 4 to practice,observe the practice process,evaluate the performance of students,find the main problems in practical activities,and propose corresponding optimization measures for each stage based on the problems found.Sixth,conclusions and prospects.This section summarizes the main research conclusions of this article,reflects on the problems existing in the research,and proposes research prospects.