Research On The Evaluation Of High School Geography Classroom Teaching From The Perspective Of Core Literacy

With the advent of the knowledge economy,our country's basic education has ushered in another curriculum reform.The introduction of the core literacy of geography puts forward new requirements for classroom teaching evaluation.Therefore,it is of great significance to carry out research on the evaluation of high school geography classroom teaching from the perspective of core literacy.First of all,the thesis clarifies the requirements of high school geography classroom teaching evaluation from the perspective of core literacy by analyzing relevant literature,combining modern education evaluation theory,developmental teacher evaluation theory and constructivist theory.Mainly reflected in three aspects: evaluation purpose,evaluation standard,and implementation process.That is to say,classroom teaching evaluation from the perspective of core literacy should aim at promoting the core literacy of the subject,and use situational learning methods,problem-based teaching methods,student thinking development,and classroom experience cooperation exploration as important evaluation criteria.The evaluation results should be presented in a mixture of quantitative results and qualitative description language,and the evaluation results should be fed back to the teachers in a timely manner.During the evaluation process,the evaluation subject and the evaluated teacher should have equal status.Secondly,after clarifying the requirements of high school geography classroom teaching evaluation from the perspective of core literacy,the interview method was used to investigate the current situation of high school geography classroom teaching evaluation.The survey found that the current high school classroom teaching evaluation still has problems such as the presentation of the evaluation results is too single,the lack of effective evaluation system,and the lack of effective communication between the evaluated teacher and the evaluation subject.Then,based on the relevant opinions of the first-line geography teachers,the first-level evaluation indicators were initially drafted,and the second-level evaluation indicators and corresponding evaluation standards were further refined.Then use the expert consultation method to modify and improve the initially drafted evaluation system,and use the analytic hierarchy process to determine the weights of related indicators.Finally,a high school geography classroom teaching evaluation scale composed of three first-level indicators,one additional index,fourteen second-level indicators,and thirty-six standards,combined with qualitative and quantitative evaluations,was constructed.Finally,the constructed evaluation index system is applied to practice,and it is found that this evaluation system has a certain guiding role in teaching,can better diagnose the problems existing in teacher teaching,and has a better diagnosis effect.This study combed the main requirements of high school geography classroom teaching evaluation from the perspective of core literacy,investigated the current problems in classroom teaching evaluation,and constructed an evaluation scale that has a certain degree of operability in practice.While enriching the research results of geography classroom teaching evaluation,it is expected to make a little contribution to deepen the reform of classroom teaching and promote the professional development of teachers.