Study On The Application Of LICC Classroom Observation Paradigm Of Observation And Evaluation Geography Class In High School

Teachers are the main part of the curriculum reform and the practitioners of curriculum reform,so teachers should constantly update their teaching concepts to meet the requirements of curriculum reform.Observation and evaluation is the main way of teaching and research among teachers,and it is also an important way for teachers to renew teaching ideas and obtain professional growth.However,many teachers lack professional theoretical guidance and systematic training to participate in observation and evaluation activity,which leads to the mere formality of observation and evaluation activity,which is difficult to play its positive significance in promoting teachers'professional growth.With the development of classroom observation theory,Cui Yunhuo and other scholars put forward the LICC(the abbreviation of students' Learning,teachers'Teaching,and the nature of curriculum and classroom culture)classroom observation paradigm to promote the professional development of observation and evaluation.First of all,by consulting the literature to understand the connotation of the LICC paradigm and its practical results,and using the questionnaires and interviews as two educational research methods to investigate the current situation of senior high school geography observation and evaluation,on the basis of which the senior high school geography LICC classroom observation paradigm applicable to geographical observation and evaluation is put forward.Secondly,combined with the characteristics of geography discipline,this paper analyzes the problem of how the LICC paradigm is applied to the observation points of geographical observation and evaluation,and at the same time,according to the existing research results,analyzes and draws the formulation method of classroom observation scale,and finally forms the strategy of applying the LICC paradigm to geographical observation and evaluation.Based on the application of the LICC paradign to the two practical studies of"Massive movement of the sea" and "The formation of mountains",this paper concludes that:(1)the observation and evaluation based on LICC paradigm can make up for the shortcomings of traditional observation and evaluation and provide scientific theoretical guidance for geographical observation and evaluation.(2)The LICC paradigm can adapt to the geography classroom and promote the professional development of the geographical observation and evaluation.(3)LICC paradigm can reconstruct teachers'cognition of observation and evaluation and promote geographical observation and evaluation to play a positive role.(4)The perspective of choosing observation points provided by LICC paradigm can influence teachers' teaching design concept and lay the foundation for cultivating students' geographical core accomplishment.