Based On Classroom Observations, Evaluation Of The Development Level Of The Core Literacy Of Senior High School Students In Geography

After the official High School Geography Curriculum Standards(2017 Edition)(hereinafter referred to as "Course Standards(2017))was formally promulgated,the current discussion of what's meaning of key competences of geograph has come to an end.How key competences is implemented and how to evaluate it has become a hot topic and innovation point for scientific research in Geography teaching.This research is mainly based on the "Course Standards(2017)" on the nuances of geography disciplines in terms of connotation,performance,quality standards,focused on observing students behavior during the geography classroom learning process,the development of students' key competences of geograph diagnosis and evaluation,so as to propose improvement suggestions for establishing a key competences-based classroom teaching model.Firstly,classroom observation must have an evaluation index system.This paper selects the "key competences of geograph cultivation behavior observation table" embedded in the "multiple-element interactive" classroom observation platform as the basis for indicators,with the coordination of man-earth,comprehensive thinking,and regional awareness.Four geographical key competences such as geographical practice power is the main observation dimension,and each key competences dimension is divided into three observation indicators,a total of 12 indicators.Secondly,the level of diagnosing students' classroom performance must be based on scientific evaluation criteria.Through reviewing the research on the key competences evaluation at home and abroad and the theoretical support behind it,it is based on the academic quality standards in the "Course Standards(2017)".Detailed evaluation criteria.Thirdly,relying on the "multiple interactive" classroom observation platform,with the "New National Education Resources Public Service Platform" section of 30 high school geography as the observation class,we focused on observing students'expressive behavior in the geography classroom learning process.Through the research on the data and charts generated in the 30 sessions of classroom observation,it was found that the senior scholastics' two literacy of comprehensive thinking and regional cognition performed better,the level of the three modules gradually improved,and the man-land coordination view evaluated the "human-earth relationship".The training is not profound.Most classrooms do not use the concept of coordination of people as a clue throughout the teaching;geography practice performance is poor,the classroom performance of the compulsory three modules is still based on simple operation "3S" technology or simple survey,geographical practice need to be strengthened and improved.In the end,through in-depth reflection on the classroom behavior of senior high school geography teachers,according to the common problems existing in current geography teaching,combined with the relevant requirements of the core disciplines of geography disciplines,the following suggestions for improvement are proposed:Creating teaching cues based on key competences and reconstructing teaching design programs;carry out multi-level comprehensive practical activities to make up for deficiencies in the cultivation of practical skills;build an evaluation system that points to key competences,and strengthen the awareness of nurturing key competences.