Research On Measurement And Teaching Design Of Regional Sustainable Development Education In High School Geography Teaching

High school geography teaching which involves all aspects of regional sustainable development system requires students form a sustainable development concept as the ultimate goal.So mastering the knowledge content of regional sustainable development is exactly to achieve the core disciplines of geography.Therefore,the examination of students’ high school geography level and literacy is actually the content of the regional sustainable development system.However,due to the fact that the classification of high school knowledge standards does not follow the system of sustainable development system,the educators often neglect the problems of regional sustainable development teaching reflected in educational measurement.They won’t think deeply in different areas of sustainable development path,and they also won’t seek high-quality teaching design for different educational channels.As a result,the implementation of regional sustainable development education has not been improved.As for it,this article firstly starts from the regional sustainable development system,breaking the current "full-time high school geography course standards" deadlock with unserious division.In order to objectively and directly understand all the regional sustainable development system elements’ knowledge and ability requirements of high school section,the "standard" which based on the framework of regional sustainable development system splits and reorganized.Then,using the theory of educational measurement to analyze the three aspects of the question:the examination elements of college entrance examination,the types and functions of the college entrance examination,and the methods of the test paper.Thus we can summarize the measurement rules of regional sustainable development in the college entrance examination.For example,Multiple choice questions in the study of the Marco heaven human system and medium-sized system of human and land;The ways of examination in micro-regional sustainable development system include both multiple choice questions and comprehensive questions which are the highest score in college entrance examination measurements.In the comprehensive questions,The study of the regional sustainable development is respectively from China,the world two perspectives,respectively focusing on the review of the ecological environment subsystem and economic subsystem,but the focus both on the internal systeThen,this paper analyzes the different ways of regional sustainable development education in high school geography teaching,including two kinds of classroom teaching,school-based curriculum,extracurricular practice,research study and incentive competition.And for different educational methods the experimental comparison of different teaching design schemes was carried out respectively.Finally,through the comparative analysis of several groups of teaching experiments,this paper puts forward rationalization suggestions for the teaching design of regional sustainable development education in different ways: classroom teaching should be different according to the types of teaching,Teaching design should be different,;new way of teaching should be paid attention to the integration of teaching materials and the depth of theme elements;Review classes should be more targeted and paid more attention to the regional sustainable development of the network system.The school-based curriculum should be designed according to different sections of the teaching content.The role of extracurricular practice is difficult to replace.,and its can best cultivate students’ geography practice ability;research study design needs to be paid moreattention to the penetration of sustainable development concept;And through different designs incentive competition can stimulate students’ enthusiasm to learn geography and understand regional sustainable development.Of course,any kind of teaching design has its limitations.Forced by the limited time and ability,this article is not perfect in the integration of teaching materials and the educational measurement research progress of regional sustainable development.The carried-out teaching design experiment is not enough.Therefore,for the regional sustainable development education and teaching design in high school geography teaching the paper only comes to the stage result.I hoped that latecomers will be able to make up for the above deficiencies and design more appropriate teaching courses of regional sustainable development for high school students,so that students can get effective and sustainable education.