A Teaching Stratege Study On Senior School Geography:Based On Assessment For Learning

The nature and tasks of international basic education in today's society have undergone tremendous changes,which require the reform of teaching evaluation to build a new blueprint for development.Learning evaluation is the further development and evolution of formative evaluation,which provides a new theoretical basis and evaluation model for curriculum reform.Learning evaluation advocates independent and cooperative communication and evaluation among students in the learning process,and pays more attention to the development of students' literacy.Students' innovative practical ability and emotional will become an important part of the evaluation.Based on the existing research status of learning evaluation,this paper combines the connotation of learning evaluation with the requirements of high school geography curriculum standards,and analyses the applicability of learning evaluation in high school geography teaching.Learning evaluation runs through the whole process of teaching,takes students as the main body,pays attention to the feedback of students' learning status,and can match with the core geographic literacy,which is helpful to the cultivation of senior high school students' core geographic literacy.Based on the theoretical analysis of the characteristics of learning evaluation,this paper conducts a preliminary questionnaire survey on the current situation of geography learning evaluation in senior high schools according to four parts: learning objectives,questioning,feedback,self-evaluation and peer evaluation.The survey objects include students and teachers.The analysis of the questionnaire results shows that teachers do not attach importance to the use of learning objectives,insufficient teaching feedback and lack of self-evaluation.The problem of peer evaluation.After the preliminary questionnaire survey,through expert consultation,the indicators of classroom observation scale were determined,and the classroom observation scale was formulated.Class video was selected by the scale for classroom observation.Based on the data recorded after the observation,the qualitative and quantitative analysis of classroom observation results is carried out,and then the problems existing in the implementation of learning evaluation in high school geography teaching are summarized.Through the analysis of classroom observation scale,it shows that there are three main problems in the current situation of geography learning evaluation in senior high schools: first,the design of learning objectives is not taken seriously.At present,teachers are in a state of ignorance and neglect of learning objectives and indicators,and seldom design learning objectives and indicators in class.Secondly,there are great individual differences in teachers' educational concepts and behaviors,and the level of using learning evaluation in teaching is uneven.Third,the overall level of learning evaluation in teaching is not high.The diagnostic results of classroom observation coincide with the results of questionnaire survey,which shows that learning evaluation,especially learning goal design,is seldom used in geography classroom teaching in senior high school.Finally,in view of the problems existing in the current situation of learning evaluation obtained from questionnaires and classroom observations,four strategies of learning evaluation in high school geography teaching are put forward.First,attach importance to the concept of learning objectives and improve the design of learning objectives.2.Improve the way of questioning in class and increase the "waiting time" for questioning.3.To adopt timely and effective forms of teaching feedback.Fourth,the implementation strategies of self-evaluation and peer evaluation.