| The "Compulsory Education Geography Curriculum Standards(2011Edition)" curriculum content suggested that junior high school geography teaching should adopt a variety of classroom activities.The reasonable design of geography classroom activities in junior high schools is of great significance for improving students’ participation in geography classrooms and changing their geography learning methods.The task-driven teaching model is used to set up a series of related tasks before and during class.Students can take full advantage of junior high school geography classroom activities through personal practice and participation in task resolution.In order to play the role of junior high school geography classroom activities,this article is based on constructivism,humanism,learning by doing theory,contextual learning theory,and learning objective classification theory.Through the literature method and content analysis method,a task-driven design mode of junior high school classroom activities is constructed.According to the "Compulsory Education Geography Curriculum Standards(2011 Edition)",the activities in the curriculum content suggest that junior high school geography classroom activities are divided into language,operation,and inquiry.Put forward the design and evaluation principles of activities,It also designs and evaluates the three types of tasks-driven junior high school geography classroom activities.The conclusions of this article are as follows:1.The constructed task-driven design mode of junior high school classroom activities is: activity name-activity goal design-activity task design-activity implementation design-activity evaluation design.2.Put forward the design and evaluation principles of junior high school geography classroom activities driven by tasks,The design principles are student subjectivity,task orientation,problem situation,classroom activity;The evaluation principles are systemic,pluralistic,and objective.3.Task-driven implementation of language junior high school geography classroom activities combined with cooperative learning,the specific process is: creating a situation,presenting tasks;proposing tasks,heterogeneous grouping;communication and collaboration within the group;reporting exchanges,display evaluation.The evaluation content is mainly based on students’ ability to collect data,communication ability,reflection and induction ability,etc.4.Under the task-driven operation,the design of junior high school geography classroom activities is combined with the operation process,The specific process is: presenting activity tasks(discovering problems-proposing hypotheses)-implementing activity tasks(organizing data-explaining)-communicating,expressing and evaluating activity tasks.The task-driven junior high school geography classroom activities of the operational type emphasize student operations,and the content of the activity evaluation is mainly based on the practical ability of geography,and the performance evaluation is adopted.5.In the design of task-driven exploration-based junior high school geography classroom activities,the steps of exploring activities are combined in the design.The specific process is as follows:Presenting activity tasks(finding problems-proposing hypotheses)implementing activity tasks(organizing information-explaining)-communicating,expressing and evaluating activity tasks.The activity evaluation design adopts the portfolio evaluation method to conduct long-term evaluation of students’ inquiry ability.6.The evaluation is based on the activity goal design,activity implementation design and activity evaluation design.The evaluation content meets the content requirements of the compulsory education geography curriculum standard,and the activity implementation can reflect the task-driven,which initially verifies its feasibility. |
