A Study On Classroom Teaching Language Skills Diagnosis Of Geography Teachers In High School

The teaching language skills of high school geography classroom is one of the most basic and important teaching skills of high school geography teachers,and it is an important medium for high school geography teachers to communicate with students and impart geographical knowledge to students.In order to create a high-quality professional and innovative teacher team,the "Opinions of the Central Committee of the Communist Party of China and the State Council on Comprehensively Deepening the Reform and Reform of the Teachers in the New Era" issued by the Ministry of Education proposes to strengthen the training of teachers' basic teaching skills such as Putonghua.However,the study of classroom teaching language skills of high school geography teachers is lacking.Therefore,in order to improve the classroom teaching language skills of high school geography teachers,this paper adopts a variety of research methods such as literature research method,interview method,entropy weight method,expert consultation method,etc.to construct a diagnostic scale for high school geography teacher classroom teaching language skills.Using this scale,the classroom teaching language skills of 12 novice and proficient high school geography teachers were diagnosed,and the diagnostic scores were analyzed and analyzed to summarize the problems existing in current high school geography teachers' use of classroom teaching language skills.Aiming at these problems,an optimization development strategy is proposed,and a case design is combined with the strategy.Therefore,the research in this paper has the significance of enriching the theoretical study of geography teaching skills and improving the theoretical research of geography classroom diagnosis in terms of theory,and has a reference meaning in improving the professional quality of geography teachers and the quality of geography classroom teaching in practice.Guided by the purpose and principles of the scale construction,this article consults geography education experts and experts on the basis of existing research on classroom teaching language skills of high school geography teachers on the basis of geography curriculum and teaching theory,educational communication theory and teaching diagnosis theory.The first-line teachers of geography selected 2 first-level indicators,12 second-level indicators and 26 diagnostic criteria,and assigned weights to the 26 diagnostic criteria through questionnaire survey and entropy weight method,and used SPSS and Cronbach's coefficient to determine the quantity.The credibility analysis was performed,and a diagnostic scale for classroom teaching language skills of high school geography teachers was finally established.This scale is a tool for diagnostic research in this paper.This paper uses the high school geography teacher classroom teaching language skills diagnosis scale to diagnose the classroom teaching language skills of 12 high school geography teachers.They are 6 novice teachers and 6 skilled teachers.The diagnostic topics cover compulsory 1,compulsory 2 and Compulsory 3.Statistics and analysis were made on the diagnostic scores of high school geography teachers,and they found the following problems in the use of classroom teaching language skills:First,the sound level of skilled teachers needs to be improved on the quality of the teaching language,and the novice teachers' control of volume and speed Ability is weak;secondly,in terms of teaching language skills,high school geography teachers introduce the inspiringness of language skills,the inspiringness of questioning language skills,the transference of artistic skills,the pertinence of evaluating language skills,and the conclusion of language skills.Both gender and extensibility are inadequate.Thirdly,in terms of language skills in geography teaching,the teaching language skills of geography rational knowledge of senior high school geography teachers are generally weaker than the teaching language skills of perceptual knowledge.The common disadvantage of the two is the lack of intuitive language.vivid.Based on this,this article proposes optimized development strategies:first,strengthen training to improve the quality of teaching language;second,in-depth research to improve the quality of geography majors;third,the student-oriented approach to implement the student's subjective status;Classroom teaching language;Fifth,learn from reflection and strengthen the ability of classroom control.Based on the optimization strategy,a case study is made based on the compulsory 1 "Heat Circulation" of Renjiao Edition.In addition,this article can carry out more in-depth research from the following five aspects:First,a more detailed study of the geography teaching language skills of high school geography teachers' classroom teaching language skills;Second,the high school geography teachers' classroom teaching language skills Optimize development strategies for empirical research;Third,compare the classroom teaching language skills of novice,proficient,and expert high school geography teachers;Fourth,compare the classroom teaching language skills of high school geography teachers with the core literacy of high school students Researchers' relationships.