The Expression And Optimization Strategy Of High School Geography Classroom Teaching Objectives Under The New Curriculum Standard

The classroom teaching objective is the first step of the new curriculum standard from theory to practice,and how to express the classroom teaching objective which contains the geography core literacy has become the concern of the majority of geography teachers.This paper is committed to providing front-line teachers with the preliminary preparation reference frame and evaluation framework for the expression of classroom teaching objectives under the new curriculum standard,so as to improve the expression level of geography teachers' classroom teaching objectives and accurately cultivate students' Geography core literacy.First of all,consult the relevant literature of geography curriculum standards and classroom teaching objectives at home and abroad by literature research method,and reclassify the research,so as to determine the research direction of this paper.After reviewing relevant literature,design an expression model with three principles,five bases,six steps and one sentence pattern.Based on the relevant literature of teaching objective evaluation,an evaluation scale is constructed,which contains three first-level indicators: structure,resource and sentence pattern,and eight second-level indicators: form structure,content structure,quantity structure,course resources,teaching method,behavior subject,behavior verb and behavior condition(situation).Secondly,the content analysis and mathematical analysis are used to make an study of the present situation of the presentation of teaching objectives in high school geography classroom.Firstly,the number of classroom teaching objectives and action verbs are analyzed by content analysis method.Then through mathematical analysis,descriptive statistics,frequency and variance analysis are carried out on the expression score of classroom teaching objectives.It is found that the expression level of classroom teaching objectives is generally low and the internal differences are great.Author composition has significant influence on the level of classroom teaching objective expression,but year and province have no significant influence.The difference of classroom teaching objective expression level in eastern cities is greater than that in central and western cities.The difference in the expression level of classroom teaching objectives expressed by teachers and research institutions alone is greater than the cooperation between teachers and research institutions.The difference of expression level of teaching objectives in human geography is greater than that in physical geography.In addition,there are the following specific problems in the expression of classroom teaching objectives: difficult transformation of formal structure,no emphasis on core literacy,unreasonable number of objectives,too traditional teaching methods,inaccurate behavior subjects and unpredictable behavior verbs.Finally,using the case analysis method,according to the sample problems and cause analysis,six optimization strategies are put forward: updating the concept and expressing the core literacy goal;Considering the learning situation and setting appropriate teaching objectives;Collect data and enrich geography teaching resources;Improve ability and use innovative teaching methods;Understand the connotation and maintain the main position of students;Learn from the curriculum standard and choose measurable behavior verbs.Under each strategy,typical cases are selected for optimal expression to provide practical reference for front-line geography teachers.