Research On The Design Of High School Geography Performance Evaluation Based On Core Literacy

In 2014,the Ministry of Education issued the opinions on comprehensively deepening the curriculum reform and implementing the fundamental task of cultivating talents with morality,which marks the core literacy era of China's education reform.How to measure the core literacy representing students' essential character and key ability and break the shackles of traditional paper and pencil tests are the challenges facing the development of the core literacy curriculum and driving the reform of the education evaluation system."Performance evaluation is a suitable method to evaluate the development of students' core literacy" is clearly put forward in the implementation proposal of the general high school geography curriculum standard(2017).Performance evaluation is based on learning "evidence" evaluation,which embodies the high-level thinking and complex cognitive ability of the core literacy,emphasizes the consistency of the three elements of objectives,tasks and rubrics,focuses on the development of students,promotes in-depth learning,and realizes the educational value of geography.How to integrate performance evaluation into geography teaching with learning as the center,construct high school geography performance evaluation based on core literacy,connect teaching and evaluation,and provide theoretical guidance for geography teachers is the core task of this paper.It is mainly reflected in the following five aspects:First,the literature research finds that the theoretical basis of Situational Cognition,multiple intelligences,CIPP evaluation model and so on has enlightening significance for the application of performance evaluation of geography discipline.Taking CIPP evaluation model as the whole implementation path model,the paper combs and summarizes the research results of performance evaluation at home and abroad,and finds that performance evaluation is gradually valued,but there are still narrow application scope Design research is still in the shallow level and lacks the quality connection with the core.Secondly,the questionnaire is used to investigate the cognition and application of performance evaluation,the evaluation of geography teaching,the relationship between the core quality of geography and the performance evaluation of high school geography teachers.It is found that although the geography teachers have a high degree of recognition on the advantages of the performance evaluation in cultivating the core quality,the evaluation methods are not enough,and there are still problems in the design and application of the performance evaluation and lack of theoryGuidance.Thirdly,based on the characteristics of Evaluation Oriented geographical core literacy,this paper abstracts the consistency of geographical core literacy and performance evaluation,clarifies the content of performance evaluation based on geographical core literacy,constructs the overall framework of geographical performance evaluation design that points to core literacy and clarifies the implementation path,and puts forward the consistency based on process,evidence,discipline and "teaching learning evaluation" The design requirements of performance evaluation of geography subject.Fourthly,according to the three core elements(objectives,tasks and rubrics)of performance evaluation,the paper constructs a strategic system of geographical performance evaluation based on core literacy:(1)determining the performance objectives that point to the geographical core literacy;(2)designing the performance tasks based on real situation support;(3)developing the scoring rules that guide the advanced level of literacy.In order to provide the reference for the geography teacher,the Innovation Education idea and the teaching way,promotes the teacher specialization development.Fifthly,taking the review unit of "industry" as a case,according to the principle of reverse teaching design,through the learning task of "exploring the road of industrial development in Tianjin",the performance evaluation is embedded in the teaching process,and the performance evaluation design strategy system of this study is applied in specific operation,using the performance evaluation to drive the integration of teaching,learning and evaluation.However,this topic is not typical enough,and is not based on a larger learning unit,so the case content can be further optimized.In the future,"production activities" can be designed as a large unit based on this topic,and the next step is to provide more choices for students through later teaching practice.