Research On The Strategy Of Improving The Alignment Of High School Geography Instruction And Assessment Based On Specific Evaluation Task Analysis

A major feature of the ’ General High School Geography Curriculum Standards(2017 Edition)’ is the development of academic quality standards to help teachers better grasp the depth and breadth of teaching,and provide an important basis for stage evaluation,academic level examination and entrance examination proposition.The proposal of academic quality standards has also made more people begin to pay attention to the relationship between teaching and evaluation,and realize that teaching,learning and evaluation should be consistent to form a joint force of education.Academic quality evaluation takes specific evaluation tasks as an important tool to evaluate the development level of core quality of geography,and uses the quality of specific evaluation tasks to infer the development level of core literacy as a whole.In order to improve the alignment of instruction and assessment and focus on cultivating students ’core literacy,it is necessary to carry out teaching according to specific evaluation tasks.Therefore,with the help of text analysis,literature research,case study and other research methods,this paper focuses on the analysis of the characteristics of specific evaluation tasks in the academic level grade examination questions,and puts forward teaching strategies according to the characteristics,aiming at improving the alignment of instruction and assessment,promoting the organic connection of teaching,learning and evaluation,so as to better cultivate students ’ geographical thinking methods and core literacy.The main conclusions of the study are as follows.The first chapter is the introduction.It mainly clarifies the research background and significance of this research,and uses the literature research method to sort out the research status around the research topic.On this basis,the research objectives,contents,ideas and methods are determined.The second chapter first defines the core concepts related to this study,including specific evaluation tasks,teaching evaluation consistency,and geographical thinking methods,then clarifies the main theoretical basis of this study,and finally sorts out the determination path of specific evaluation tasks,so as to clarify the intrinsic relationship between specific evaluation tasks and teaching evaluation consistency.The third chapter makes a detailed arrangement and analysis of the academic proficiency test questions.Firstly,the research scope,statistical methods and analysis dimensions are clarified.Then,the academic proficiency test questions are divided into five categories according to the specific evaluation tasks through text analysis.The characteristics of the test are summarized from four aspects: situational materials,presentation methods,core literacy and knowledge content.In the fourth chapter,according to the characteristics of the specific evaluation task,the strategy of improving the alignment of instruction and assessment is put forward,including the following aspects: Determine the goal according to the curriculum standard,maintain the unity of instruction and assessment;Refine specific evaluation tasks and play the role of promoting learning by assessment;Infiltrate discipline thinking methods and cultivate geographical core literacy;Analyze the course content in depth and develop the teaching material situation for teaching;Improve the quality of teaching evaluation and form a virtuous circle of instruction and assessment.The fifth chapter combines the proposed teaching strategies and selects the content of the lesson "Changes in Agricultural Location Factors" for case design.The sixth chapter is the conclusion and prospect.The main conclusions of this study are summarized,and the shortcomings are reflected and discussed,and the prospect is put forward.