Research On The Design Of Evaluation Tasks For Geography Teaching In Junior Middle Schools Based On The Consistency Of Teaching, Learning And Evaluatio

With the deepening of the new curriculum reform and the effective implementation of the "double reduction" policy,the classroom teaching and homework design of junior middle school geography are in urgent need of reform,and new requirements are put forward for the standard design of junior middle school geography evaluation task.In this context,this study combines the principle of teaching-learning-evaluation consistency with middle school geography classroom to explore the design steps of the teaching-learning-evaluation evaluation task and apply it to middle school geography classroom.The research results can not only enrich and improve the theoretical research of the evaluation task in the middle school geography teaching,but also provide the teaching practice and case reference for the first-line middle school geography teachers to design the evaluation task.The main contents and conclusions of this study are as follows:(1)The core concept is defined through the literature combing.The concept of geographical evaluation task is defined as an evaluation task designed based on learning objectives in the process of geographical learning and that can evaluate the achievement of students ’goals.This evaluation task can be learning activities,learning projects or learning programs,and its role is to promote students’ learning and improve teaching activities.(2)Investigate the design and implementation of the junior middle school geographical evaluation task based on the consistency of teaching-learning-evaluation in various cities,and analyze the existing problems and causes.Using the interview method,text analysis method and classroom observation method,we analyze the teaching improvement action based on standards in various cities,and find that there are five problems: the evaluation function should be coordinated;the evaluation center does not reflect the individual differences;the evaluation method lacks diversity;the evaluation object is passive.The main reasons of problems are:double-base objectives still occupy a main position in geography teaching classroom;external examination evaluation with paper and pencil test;teachers have the consciousness of evaluation,but lack the ability to scientifically design evaluation tasks.(3)According to the design principle of geographical evaluation task,the design method of geographical evaluation task is divided into observational evaluation,AC evaluation,paper-and-pencil evaluation and performance evaluation,and puts forward the design steps of geographical evaluation task: analyze the learning objectives;determine the evaluation criteria;select the evaluation method;and design the evaluation scale.Then the case design of geography evaluation task is designed from the three types of new teaching,review class and evaluation class.The innovation of this study is to combine the principle of teaching-learning-evaluation consistency with junior middle school geography classroom,and explore the four steps of the design task of teaching-learning-evaluation consistency evaluation of junior middle school geography.Based on the actual geography teaching in junior middle school,the consistency theory of teaching-learning-evaluation is applied to junior middle school geography classroom,which improves the teaching efficiency of geography classroom and cultivates students’ core literacy of geography curriculum.