The Research On Junior Middle School Geography Teaching Based On The Consistency Of Teaching,Learning And Evaluation

A clear and definite teaching objective is the key to achieve teaching outcomes,and it is also an important premise of teaching content,teaching degree and teaching methods,and it is also a criterion to evaluate the effect of classroom teaching.However,in the process of practical teaching activities,many teachers only focus on teaching rather than learning,and do not take the decomposition and realization of teaching objectives into consideration.Based on this concept,baotou Teaching and Research Office launched the teaching evaluation consistency activity based on curriculum standards in 2012,aiming at creating a more efficient and practical classroom,and providing and clarifying the theoretical methods and teaching strategies.A good respond and implementation of Baotou central education goals is to integrate strategies and methods of "teaching evaluation consistency" in junior high school,especially in geography teaching,which will effectively improve the quality of compulsory education teaching and guide geography teaching practice.In this paper,in order to explore the effective teaching strategies in junior high school geography teaching from the perspective of "teaching evaluation consistency",the concepts of "teachers' teaching","students' learning","evaluation tasks" and "teaching evaluation consistency" have been defined.By literatures,questionnaires,analysis of work(instructional design),classroom observation,experiments and other research methods,this paper aims to understand current situations and underlying problems of"teaching evaluation consistency" in junior high school geography teaching in Baotou city and the whole society,to describe the basic principle and applied techniques,and to demonstrate practical strategies through case analysis,hoping to provide creative ideas and methods for junior high school geography teaching.This paper is roughly divided into six modules:The first module is the introduction.Through reading lots of literature at home and abroad,the author looks for the latest research on "teaching evaluation consistency"theory to determine the research subject,to indicate the research background,to show the theoretical and practical significance,integration of domestic and foreign research results,to decide the methods,design,technical route,and to formulate specific implementation strategy and scheme.The second module is the theoretical overview.This paper describes basic theories and concepts of "teaching evaluation consistency",such as the general concepts of"teachers' teaching","students'learning","evaluation tasks" and "teaching evaluation consistency",and criterions of the concept in junior high school geography teaching.The third module is about underlying problems and implementation status of"teaching evaluation consistency" for junior high school geography teaching.The author explored the problem from the following three aspects:based on surveys,based on work analysis,and based on class observation.The first aspect is based on surveys.The author designed questionnaires for students and teachers,aiming to explore the current class problems in junior high school geography teaching to analyze the problems more comprehensively from two perspectives.The second aspect is based on work analysis.The author chose several front-line teaching designs(teachers' teaching notes)for analysis,looking for problems and finding reasons.The third aspect is based on class observation to discover problems from the accumulation of 5-year classroom teaching experience.The summarized problems in the junior high school geography teaching mainly include the development of learning goals,the choice of teaching methods,the arrangement of classroom activities,the generation of classroom dynamics,students'lack of effective preparation,students' lack of interpretation of goals,the deviations of evaluating activity designs,the difficulties of testing,the lags or advancements of evaluating activities,and even the disunity of "teaching evaluation consistency".Through the problems found above,the author analyzed the reasons and explored the essence.The fourth module focus on exploring the design of "teaching evaluation consistency" for junior high school geography teaching.In this module,the author illustrated the principles of applying "teaching evaluation consistency" into junior high school geography teaching by combining with specific practical teaching cases,and the design strategies according to existing problems.Besides,five operational methods have been come up with,which were designed via the combination of practical class experience and theoretical models,and were of high operationality and efficiency.The fifth module is case analysis of specific operational methods.The design concept mentioned above is recombined and applied to specific practical classes for teaching guidance.Several specific cases are used to present the practical operation method.After all,theory is to serve practice and is also to carry out reasonable use and design from the view of frontline teachers.The sixth module is the conclusion and prospect.This paper summarizes the basic conclusions,shortcomings and prospects.Starting from the theoretical level of "teaching evaluation consistency",this paper analyzes the existing problems and exploration methods in junior middle school geography teaching,enricates the experiential strategies of junior middle school geography teaching,improves the education theory in the stage of compulsory education,and has certain theoretical significance and practical operation guidance for the achievement of efficient classroom.