Effect Evaluation Of Geography Project-based Teaching In High Schools ——A Case Study Of L Middle School In Linyi City

In recent years,project-based teaching,which is extended from the STEAM education concept(which emphasizes interdisciplinary teaching concept and aims to cultivate comprehensive talents in various aspects,different from the traditional singlesubject and knowledge-heavy teaching method),has been discussed warmly in current education research.Project-based teaching is practiced by front-line teachers in primary and junior high schools in various subjects.For the practice of project-based teaching,systematic research on its teaching effect is relatively insufficient.How the result of project teaching in high school? What can we do to make the most of project-based teaching? What can be majorizated for the of project teaching put to use in high school geography? How do front-line teachers organize efficient project-based teaching within the limited teaching time? There are puzzles to be solved in the appraisal of study project teaching results.Teaching quality evaluation is a direct way to understand the effect of classroom teaching.Teachers can hold the surroundings of the class,realize the need of the teaching according to the feedback of the results,optimize and improve the teaching plan and improve their own teaching level.This paper carries out evaluation on projectbased teaching with the theme "The formation of an abnormal climate--the end of the world".Firstly,based on this,data was collected from students and teachers by questionnaire,professor counsel and other ways to realize the current knowledge of project-based teaching of senior high school students.Then,according to geography curriculum standards,geography core literacy and students' learning situation,project studying is arising and applied in high school geography.Secondly,using the theory of gray system evaluation,building based on the grey system theory of high school geography teaching effect evaluation system of project type,Analytic Hierarchy Process(AHP)is served as counting the number of evaluation indexes,and finally,a teacher's teaching,student activities and other four level indicators,classroom teaching,professional quality,etc.12 secondary indicators,three-level curriculum,learning analysis on 38.In the end,the evaluation system was served as boost the result of project teaching,analysis the deficiency of teaching of geography in senior high school,and putting forward suggestions for optimization and improvement.From the all research,the conclusions are as follows:Practice project 1.In the current first-line teachers teaching process,there are subjects to choose not to clear,project design is not clear,The students for such problems as lack of geographical knowledge,teachers' understanding of the project learning degree is not enough to support to complete the whole project running,student for master degree of knowledge also should be considered when teachers design a key,When designing projects,we should consider any possible classroom accidents,students' learning situation,students' attitude and so on.Only in this way can we design project-based teaching that is suitable for students and students have enough ability to complete knowledge acquisition.2.In the specific implementation of project-based teaching,teachers should choose appropriate and feasible research topics when determining project themes.Appropriate and feasible project themes can not only combine teaching with fun but also keep up with news and current affairs,so as to build a bridge for students to understand outside information.Teachers also need to change their teaching roles in thought and practice,so that they can not only be project designers but also be students' instructors,classroom managers,students' report listeners and so on.Their multiple roles pose a severe challenge to teachers' quality and ability.3.Teaching design level should be clear of the project activity,evoke the zeal of students to probing,and feasible project is the core of the project type teaching,the teachers design project activities to meet the demand of the stage of the student to the knowledge,clear and logic of the project activities help teachers do in the activity to achieve the goal of cultivating students' core geographic literacy.Attaching importance to students' application of geographic knowledge,small activities before the project can well activate students' initiative in exploration activities,improve the efficiency and quality of students' completion of project activities,and flexibly apply what they have learned to solve practical geographical problems.