| The national medium and long-term education reform and development plan outline(2010-2020)to improve the quality as the core task of education reform and development,is the starting point of the reform of the new curriculum standard,the new version of "the ordinary high school geography curriculum standards(2017 edition)" officially promulgated in 2018,as indicative of education teaching files,curriculum standard textbook writing,teaching is an important reference basis,in the new curriculum standard implementation of each link degree affects the effect of the practice of the new curriculum reform.The analysis of the consistency between classroom teaching and curriculum standards is of great significance to the quantification of the effectiveness of educational reform in teaching practice.Through research and comparison,this paper provides some suggestions for standards-based classroom teaching,in order to scientifically adjust and optimize geography classroom teaching.This study consistent with the SEC analysis paradigm as quantitative tools,to the ordinary high school geography curriculum standards(2017 edition)and the teachers’classroom teaching as the research object,with 1 module is foothold on the knowledge of geography,with the help of formula of Poter consistency,through data encoding and questionnaire survey,and quantitative analysis both in the content theme and cognitive level of two dimension consistency,consistent effect factors are discussed.The paper also puts forward some suggestions for standards-based classroom teaching and standards-based consistency research.The final purpose is to explore the implementation of curriculum standards by front-line teachers in classroom teaching,and take the degree of agreement between the two as the starting point,in order to optimize geography classroom teaching and strengthen the standard standard.Combined with data quantification and content analysis,conclusions are made from three aspects:consistency coefficient comparison,"content topic"dimension and cognitive level dimension.(1)The Poter coefficient of curriculum standard and classroom teaching in Geography 1 module is 0.7229 calculated by using SEC consistency quantification tool.The confidence interval calculated by using Unidrnd function in Matlab software is[0.6040,0.7515],and the data show that the Poter coefficient falls within the confidence interval,but the value of 0.7229 is slightly lower than the right endpoint of 0.7515,indicating that the consistency level of curriculum standards and classroom teaching in the geography 1 module is high,but it still fails to reach the significant consistency level of 0.05 in the statistical significance.(2)Content theme dimension.Through Pearson correlation analysis,the correlation coefficient between the two was 0.860,showing a significant positive correlation.Compared with the curriculum,the classroom teaching in the subject dimension of knowledge mainly distributed in not completely overlap,the ratio of difference in the "structural","evolution" and "soil",negative,and motioned for curriculum standard in the above subject,the content theme accounts for less than the classroom teaching,classroom practice curriculum as the basis,realize the span development,based on class standard and above class standard.(3)In the dimension of cognitive level,by referring to the surface graph and matrix data,it is concluded that the amount of knowledge content required by cognitive level is"memory" and"understanding" is ">teaching";The amount of knowledge content of "application"and "analysis" at the level of cognitive requirement is "curriculum standard<teaching".The results show that compared with the classroom teaching,the curriculum standard lays more emphasis on the basic level of cognitive requirements,emphasizing the basic requirements of geographical knowledge learning,while the classroom teaching deepens the degree on the basis of the curriculum standard and broadens the cognitive requirements of"application" and "analysis" levels.Based on the above research,this paper puts forward some suggestions for standards-based classroom teaching:clear teaching objectives,emphasize standards-based;Pay attention to behavior conditions,put an end to narrow standards;Implement geographical practice and overflow of reasonable standards;It is believed that curriculum standard is not the "restriction order" or "constraint" of teaching practice,and teachers,classrooms and teaching practice need to be practical and realistic to deal with curriculum standard flexibly. |
