Research On Geography Teaching Design Of Junior Middle School Based On Subject Abillty Standard

The national medium-and long-term development outline clearly states that the education development strategy of China for the period 2010-2020 will focus on adhering to capacity,optimizing knowledge structure,enriching social practice,and strengthening ability development.With the continuous development of the social economy,the requirements for individual talents have increased.At the same time,quality education puts forward the need to cultivate students' abilities.It can be seen that the cultivation of competence will become the direction in which future education will focus on development.Since the promulgation of the geography curriculum standards,it has been recognized by all parties and has become an important reference for teachers' education and teaching.However,there are still some teachers' teaching difficulties that are difficult to grasp.In view of this situation,Beijing's basic teaching and research section developed and introduced geographical disciplines in 2015.standard.This standard is a detailed explanation of the level that should be achieved and the ability to acquire on the basis of the geography curriculum standards for compulsory education,that is,the ability to acquire through the geography discipline is divided into three kinds of capabilities(perceived ability,understanding ability,problem solving).On the basis of this,and on the basis of which the students should achieve the level is divided into level 1,level 2,level 3,which is of great benefit to the teacher's entire teaching activities,can solve the depth of teaching difficult to grasp and based on subject ability standards for geography teaching design Study the status quo.Teaching design is very critical in teaching activities.It is of great significance for the development of students' academic ability and the achievement and evaluation of teaching goals.In view of the urgent need for the development of junior middle school geography teaching design,this article studies the current situation of geography instructional design based on the subject ability standards.First of all,the dissertation expounds the relevant theories of academic ability standards and instructional design in the basic part,including the subject ability,the subject ability standard,and the geography teaching design.Secondly,according to the needs of the topic selection,relevant literature is collected,and the comprehensive analysis and commentary on the academic ability standards,geography instructional design,and the combination of the two are conducted at home and abroad,and it is concluded that the academic ability standards are more instructive for instructional design.The conclusion.Based on the analysis of the research status at home and abroad,some junior high school geography teachers in Henan Province were investigated.The questionnaire survey,interviews,statistical analysis and other methods were used to investigate the current situation of geography instructional design research based on subject ability standards in Henan Province.Based on feedback from questionnaires and information gained from on-site interviews,statistical data analysis was conducted to obtain the current status of geography instructional design based on subject competency standards: Geography academic ability standards have strong guidance for geography instructional design;most teachers are The knowledge of geography disciplines does not have a deep understanding of application;teachers attach great importance to the cultivation of students' geography disciplines;teaching evaluation design is a difficult point in teaching design;teaching design is difficult to achieve consistency in teaching assessment.The reasons for the above-mentioned status are mainly as follows: the education departments pay little attention to the training of geography disciplines;the geography competence standards do not have enough influence on teachers;some teachers do not understand the characteristics of students' psychological development thoroughly;some teachers design geography teaching.The combination of theory and practice is not strong.Based on the analysis of research status and survey results,the thesis summarizes the principles,strategies,and links that should be followed in teaching design based on subject competency standards.The main principles include: systematic principles,the principle of consistency in teaching assessment,the classification of geography discipline ability,and the principle of stratification training.The main strategies include: determining teaching objectives based on the subject's ability standards,sub-theme teaching to develop students' geography discipline ability,adopting diverse teaching based on the characteristics of students' physical and mental development,strengthening examination of students' geography subject ability,and coordinating teaching links to ensure consistency in teaching evaluation.The teaching link further highlights the application of competency standards in instructional design and produces schematic diagrams of geography instructional design.In addition,a separate chapter was made,taking the climate section of China as an example,following the principles of instructional design,designing instructional cases based on the teaching design link and referring to the teaching design strategy.The innovation of the dissertation lies in the perspective of research,teaching design research from the perspective of academic ability standards,and providing new theoretical and methodological guidance for instructional design.I hope this study can solve junior middle school geography teachers teaching goals in the teaching process,the evaluation of the status quo is difficult to grasp the depth of difficulty,and promote the development of student disciplines of junior high school geography teaching design development.