Study On The Present Situation And Optimization Of Middle School Geography Teachers’ Teaching Evaluation Behavior

With the deepening of the curriculum reform of basic education,great changes have taken place in the field of educational evaluation in China.The transformation of the evaluation paradigm,the reform of education and teaching,and the development of the society have endowed teachers with more evaluation responsibilities and expectations.Teachers evaluate students is the very important one link in teaching activities,teachers’ evaluation behavior can not only give students feedback in time,cause the evaluators can see their achievement and deficiency,find the cause of the success or failure,but also can inspire the students’ intelligence,stimulate their potential,active classroom atmosphere,utmost ground to mobilize students’ learning.On the contrary,if the teacher’s behavior of teaching evaluation is not appropriate,it is easy for students to lose interest in learning,resulting in the tension between teachers and students and negative effects.Based on the demand for basic education reform and the need for the common development of teachers and students,it is necessary for us to deeply study the current situation of teaching evaluation behavior of middle school geography teachers,hoping to provide some reference opinions for more middle school geography teachers’ teaching evaluation practice.This study from the selection of national education resources platform ten video lesson as the classroom observation sample,use of establishment of middle school geography teachers classroom speech evaluation behavior observation scale for example video class observation,again and again,record,and evaluate teachers’ verbal behavior fragments were transcribed,and in order to clarify the status quo of the current middle school geography teachers’ behaviors in speech evaluation,secondly by distributed middle school geography teachers’ current job evaluation questionnaire,the current middle school geography teachers’ teaching evaluation to a more comprehensive understanding of the behavior.It is found that the teaching evaluation behavior of middle school geography teachers has the following status quo: the current status of middle school geography teachers’ classroom speech evaluation is as follows: speech evaluation methods are diverse,but not evenly distributed;The verbal evaluation is frequent,but the quality is not ideal.Positive evaluation was given priority to,but the improvement was not obvious;Multiple ways of speech evaluation are used,but language is programmed.The current situation of homework evaluation of middle school geography teachers is as follows: the attitude of geography homework design is positive,but the degree of self-creation is low;The consciousness of geographical homework design is awakened,but the implementation is blocked;Geography homework correction frequency is high,but the quality is not good.The reasons of these problems are the lack of teachers’ teaching evaluation knowledge and ability,the shackles of social evaluation environment and the lack of school evaluation environment.Starting from the goal of promoting the teaching evaluation level of middle school geography teachers and improving the teaching effect,several optimization strategies are proposed for the optimization of the teaching evaluation behavior of middle school geography teachers.Actively carry out evaluation practice and make progress in practice;To balance the relationship between external evaluation and teacher evaluation and improve the teacher evaluation system;Schools should create an environment that promotes the optimization of teachers’ evaluation behavior.Based on the theoretical foundation and research there are some deficiencies,the implementation of the first is the theoretical basis for selecting still need to further improve the comprehensive,the second is in the process of the implementation of classroom observation,the shooting Angle and the effect of sound and picture of the video itself,for the teachers’ evaluation of some words may be missing records.These deficiencies also provide some directions for the author’s further research.In the following teaching practice and research,the author will make a more comprehensive and in-depth exploration of teachers’ teaching evaluation behavior.