Research On The Design Of Geography Classroom Problems Based On The Evaluation Of Core Literacy

Curriculum reform has made clear the requirements of core literacy evaluation of students' academic quality,and the problem is the soul of geography classroom.Research on the design of geography classroom problems based on core literacy evaluation can not only promote the integration of core literacy evaluation and geography classroom problem design theory,but also improve the level of teachers'classroom problem design.The problem design of geography classroom should take the core literacy as the value orientation,and the evaluation should run through the whole process of preparation,design,implementation and testing,so as to form a virtuous circle of problem design channel.On the basis of theory and practice,this paper draws the following conclusions.(1)The determination of the goal of geography classroom questions should be based on the students' nearest development area,and the fan-shaped question area should be established.Teachers can diagnose the level of students' core literacy from the perspective of students' cognitive level,will quality,learning methods,learning ability and so on,according to the quality level requirements of core literacy,through the method of learning situation investigation,so as to understand the learning needs and learning obstacles of students at different levels.When designing problems,teachers should face the core area of the problem,pay attention to the edge area of the problem,and pay attention to the problems The design has clear solutions or ideas.At the same time,teachers should pay more attention to the cultivation of students' ability to answer and analyze questions.(2)Geography classroom questions are organized by "question situation+action verb+question object"+"communication channel".Teachers should design the composition,content,structure and symbol of geography classroom problems,and compare and select different problem schemes according to the requirements of core literacy on problem situation and behavior verbs.According to the requirements of the core literacy level from low to high,the problem situation from simple to complex,from single to comprehensive,the expression of behavior verbs is more and more abundant,especially the expression of behavior verbs of Geographical Practice force is the most specific,most of which are operational behavior verbs.Teachers should create more life problem situations,and properly create productive problem situations and academic problem situations.The object of question should be closely related to the content of geography course.Teachers should pay attention to the design of sensory channels,which is conducive to achieving better effect of problem dissemination.We should mobilize students' observation,listening,experiencing and feeling learning activities to enrich communication channels and reduce interference to smooth communication channels.Teachers can present part of the problem-solving process of geography class in the form of scientific research activities,so as to improve students'scientific literacy and practical ability of geography.(3)The implementation of the geography classroom problem scheme is divided into three aspects:the value-added evaluation of students' problem literacy,the evaluation of the interaction effect of teachers and students' problems and the quality of students' problem inquiry.Teachers can use the observation scale to record students'performance of geography classroom problems,such as students' acceptance ability and learning attitude,strengthen the guidance of students to actively ask questions and carry out discussion and exchange with students.From the perspective of students'performance,students prefer life oriented and simple situational questions,are willing to answer low and medium difficulty questions,and have a strong willingness to answer evaluation questions.However,they are less willing to answer questions of expression and analysis types.Students' way to solve problems is mainly to consult atlas and teaching materials.Teachers should explore more practical activities suitable for students' problem research In order to avoid the failure of the activity or the loss of students' interest in exploration due to a large amount of time.(4)The overall evaluation of geography classroom problems is mainly through the evaluation of geography core literacy.On the basis of the core literacy evaluation scale,a detailed list of test questions is formulated to determine the scoring standard.The test question system should take the core literacy as the core,choose the test questions from the network question bank which are suitable for the students' current learning stage,and can also make the proposition independently.Teachers can make the next teaching plan on the basis of the core literacy report card.Students can compare their core literacy scores with the average level and make their own learning plan.Teachers and students can interact with each other on the students' core literacy performance and optimize the design of geography classroom problems in the future.It should be noted that at present,there are relatively few reference schemes to use core literacy to formulate question objectives,and the evaluation of students' core literacy has not been widely promoted.Teachers' lack of experience may lead to improper positioning of fan-shaped question area.Teachers also need to further study how to design the situation of geography academic problems and carry out geography practice activities,which puts forward the requirements for the education and teaching research environment.In the questionnaire content and option design,we need to be more scientific and reasonable,convenient for evaluation,and in the core literacy report card,we need to further study the education evaluation theory.