Research On Dynamic Evaluation Of High School Geography Unit Teaching

In order to adapt to the concept of talent development in the era of knowledge economy,the reform of education evaluation is deepening and leading the transformation of classroom teaching evaluation.The proposal of the fundamental task of moral education and the core accomplishment of geography reveals that classroom teaching and evaluation should be coordinated and the unique educational value of geography should be brought into play.However,at present,there are some deficiencies in the specific implementation of geography teaching evaluation in senior high school,such as weak evaluation consciousness,utilitarian evaluation objectives and disjointed evaluation design.Therefore,how to improve the design of geography classroom teaching and evaluation based on the future development of students and the level of teachers,as well as the feasibility of increasing the evaluation of geography classroom teaching,is a problem worthy of consideration and research at present.Based on this,this study organically combined unit teaching and dynamic evaluation,guided by the consistency of "teaching-learning-evaluation" and aimed at improving,and promoted students' potential development and teachers' professional progress through dynamic evaluation of unit teaching.The paper is divided into five parts:The first part,based on the research status of dynamic evaluation and unit teaching evaluation at home and abroad,this study puts forward the innovation of the research on dynamic evaluation of high school geography unit teaching:absorb the dynamic evaluation theory into high school geography teaching,make up for the shortcomings in this field,and integrate unit teaching and evaluation with case design.With the help of CIPP model,intermediary learning experience theory and other theoretical basis,this paper defines the content,method and path of this research,and clarifies the relevant concepts.The second part,in order to understand the current situation of teaching evaluation in the actual classroom,this study covers four types of courses and selects eight high school geography teaching examples,from the input evaluation,process evaluation and output evaluation video analysis,three dimensions view,found that the classroom teaching evaluation has been showing a good momentum,but there are still lack of the following points:(1)the evaluation consciousness weak,focuses on the teaching process;(2)The evaluation method is single,which is still dominated by oral evaluation and testing,and lacks expressive tasks and technical support;(3)The evaluation feedback information is not fully used,mainly immediate evaluation,and lacks continuity.The third part,in order to verify the shortcomings summarized in the course analysis,this study adopts the questionnaire survey method to assist.Through the survey of front-line geography teachers,it verifies the authenticity of the current situation.At the same time,it also obtains the difficulties of front-line teachers in unit teaching and unit teaching evaluation,such as time-consuming and laborious design,difficult to guarantee the effect,lack of case reference,etc.,so as to provide direction for strategy research.The fourth part,in order to cope with the shortage of the current situation,this paper puts forward the improvement strategy of the dynamic evaluation of high school geography unit teaching from the three aspects of concept,implementation and feedback :(1)change the concept of teaching evaluation,internalize the consistency concept of "teaching-learning-evaluation";(2)Enrich the types of evaluation tools and optimize the "teaching-learning-evaluation" performance of tools;(3)Accurate feedback of evaluation information to realize the dynamic improvement of "teaching-learning-evaluation".The fifth part,taking "atmosphere and its simple movement" unit as an example,carries on the unit teaching dynamic evaluation design,shows the superiority of dynamic evaluation in teaching,embodies the consistency of "teaching-learning-evaluation",and provides the case guidance for the front-line teachers.This study integrates the improvement strategy into the case design,and tries to apply it to the single class hour teaching in the process of educational practice.However,due to the limitation of actual conditions,the case cannot be carried out in the unit teaching practice,and will continue to be studied in-depth in the future study and work.