Comprehension Of High School Geography Teachers’ Textbook Based On Subject Core Quality Evaluation Index System Construction

As the fundamental task of education,Lide Shuren was put forward for the first time in the report of the Party’s 18 th National Congress.In 2017,the Ministry of Education clearly stated in the "General High School Geography Curriculum Standards(2017 Edition)" that the fundamental task of Lide Shuren should be implemented from the perspective of geographic education through the cultivation of core literacy of geography.For high school geography,the cultivation of the core literacy of geography is inseparable from the teaching material understanding of high school geography teachers.Only high school geography teachers based on their own foresight and student needs,aiming to develop the core literacy of students’ geography subject,and interact with the textbook.Interaction and the formation of generative understanding can better promote the development of students’ core literacy in geography.However,at this stage,the level of comprehension of high school geography teachers’ textbooks is uneven.The fundamental reason is that there is no standard to measure the degree and level of high school geography teachers’ comprehension of textbooks.Therefore,under the support of the “ Thirteenth Five-Year Plan” Educational Research Project of the Chinese Society of Education,“Investigation on the Status Quo of Teachers’ Textbook Understanding in Qinghai Tibetan Areas and Countermeasures(1725330247A)”,this thesis builds a high school geography teacher’s textbook understanding evaluation index system based on the core literacy of the subject.With a view to enriching our country’s senior high school geography teachers’ textbook comprehension evaluation index system research and the theoretical results of geography core literacy research,standardize and guide the high school geography teachers’ understanding,and promote the development of students’ core literacy geography.The paper summarizes and organizes relevant domestic and foreign documents,combines constructivism,geography teaching theory and other multidisciplinary theories,as well as the characteristics of high school geography teachers’ understanding of teaching materials,compares and summarizes to form an evaluation index system.After multiple rounds of expert consultation and reliability and validity tests,the final evaluation index system is constructed,and the index weight system of the evaluation index system is calculated by means of analytic hierarchy process,and it is tested through empirical research.After the above research,the conclusion of the paper is as follows:First,it has constructed three primary indicators including pre-class,in-class,and after-class,six secondary indicators of teaching objectives,teaching content,teaching behavior,classroom atmosphere,homework design,and teaching reflection.25three-level indicators such as accuracy and timeliness,as well as 32 indicators illustrate a high school geography teacher textbook comprehension evaluation index system based on the core literacy of the subject.Second,the weights of the first-level indicators of the evaluation index system are "In class A"(0.410),"Before class"(0.331),and "After class C"(0.259).The weight of the second-level indicators is the largest.“B1 teaching behavior”(0.256),the smallest is “C2 teaching reflection”(0.124);among the three-level indicators,the most weighted is “A1.1 appropriateness”(0.095),and the smallest is “A2.3Timeliness"(0.013).Third,preliminary empirical research shows that the system has good reliability,validity,and distinction,and the division of weights is reasonable.The improvement of the comprehension ability of high school geography teachers’ textbooks needs to focus on "after class",especially "homework design." "Teaching Reflection" section.