Study On Evaluation Of Geography Teacher's Classroom Teaching Behavior Of Fine-quality Curriculum In High School

Currently, under the background of new curriculum reform, the study on teacher's classroom teaching behavior is increasingly getting the attention from the education and academic circles, teachers and students, as the quality of classroom teaching behavior directly affects teaching effect.The thesis with the entry point of high school geography, tries to deeply analyze high-quality classroom teaching behavior, conclude the generality and law of it and offer some use for reference for high school geography teaching.Classroom teaching is the main front and effective carrier for teacher to implement discipline teachings. In the classroom, teachers and students as well as students and students, form the learning community. With the individual differences among the educational conception, teaching style, professional knowledge and skill, and teaching tact in geography classroom, geography teachers＇behavioral pattern appear both common and characteristic in specific classroom teaching circumstances.As an explicit manner, geography teacher's classroom teaching is a kind of advanced thinking activity and behavioral science, having the features of observability and measurability. Through the demonstration of high-quality curriculum classroom teaching behavior of geography teachers in the high school and analysis on its features, their qualification is showed dynamically. With the display of the main teaching skills, occasional setting, interaction between teachers and students, teaching media presentation of the teachers, the evaluation angles of the high-quality geography curriculum are demonstrated with cases and decomposed, from which the general rules are extracted.High-quality geography classroom, has the distinct features of richness in geography teaching content, scientificity in knowledge type, complexity in geography skills training, and diversity in teaching methods, emphasizes the interaction and communication, equal and harmonious relations between teachers and students, activating students' thoughts and democratic teaching atmosphere. Then students' potential can be fully excavated, their geography knowledge gets continuous improvement and geography thinking gets gradual cultivation. All of those help to enhance teachers'self-examination, teaching benefiting both teacher and pupil alike and all-aspect advancement of teachers'and students'qualification.This paper using the methods of case analysis, questionnaire and teacher interview, analyzes the current situation of geography teacher's classroom high-quality curriculum in the high school, on the basis of which it sets evaluation standard for high-quality geography classroom. Under this guide, it parses on the teaching memoir of the high-quality curriculum of geography in the high school and offers valuable reference for improving and enhancing the teaching behavior of the geography teachers.The thesis includes 5 chapters:Chapter 1 is the introduction, mainly from the aspects of study background, foundation and current situation to state the study foundation, meaning and methods of the title selection, and also defines the key conception such as "high-quality geography classroom" and "teacher's teaching behavior in geography classroom" in the paper. Chapter 2 mainly explains the inner requirement for teacher's teaching behavior of high-quality geography classroom from the aspects of curriculum conception, professional requirement and knowledge system. Chapter 3 mainly explains the evaluation angles of teacher's teaching behavior of high-quality geography classroom from the aspects of lecturing skills, teaching organizing and supervising skills, and teaching media using. Chapter 4 is about the founding of the evaluation system of teacher's teaching behavior of high-quality geography classroom based on the questionnaire and interview, and the setting of the questionnaire and evaluation indexes mainly comes from the evaluation angles in the paper. Chapter 5 carries out analysis and evaluation on the high-quality geography curriculum with statement and comment interwined and takes 3 unique teaching cases as examples. The last part is the study prospect of this theme.