Research On The Integration Of Performance Tasks And Evaluation Gauges For Geographic Practice In Senior High Schools

The "General High School Geography Curriculum Standards(2017 Edition)" proposes four core geographic literacy,of which geographic practice ability literacy is a combination of implicit quality and explicit behavior,which can be cultivated through geographic practice activities,while expressive evaluation can As an effective measurement tool for students' learning in practical activities.Traditional teaching sometimes ignores the important classroom teaching link of teaching evaluation,or evaluation lags behind teaching,so that evaluation becomes a label to measure the quality of students.Therefore,an integrated model of expressive tasks and evaluation gauges is proposed.By analyzing the research status of scholars at home and abroad,based on the three steps of the integrated curriculum design model of teaching evaluation-reverse teaching design theory,try to interpret the geography curriculum standards,combining constructivism theory,multiple intelligence theory,quality education theory and promotion Learning evaluation theory,designing "high school geographical expressive tasks and evaluation gauges" based on questionnaire surveys,interviews and consulting experts,and providing integration of expressive tasks and evaluation gauges from three practical activities of geographical survey,geographical experiment and geographical survey Case,found deficiencies and improved.This article mainly includes three parts: theoretical framework construction,core research and case reflection.The theoretical framework is based on the previous theories,combined with the integrated mode of teaching evaluation,and according to the process of reverse teaching design,the basis of performance task and evaluation rubric design is established from three parts: determining the evaluation content,performance task and evaluation rubric design and implementation;the core research part is based on the geographical curriculum standards,and combines the four levels of geographical practice with the study Four levels of quality standards are compared,which are divided into four levels of "foundation","promotion","excellence" and "perfection".Evaluation rubrics are constructed and analyzed in combination with specific teaching cases.Cases are selectedbased on my own practical experience and previous excellent teaching cases.Practical activities are promoted by the completion of tasks,mainly focusing on the completion of tasks to achieve the geographical practice of middle school students The level that the surface can reach.Based on the theory and practice of performance evaluation,this paper analyzes the three actual cases presented in this paper,and finally draws conclusions and finds deficiencies,in order to provide reference for the exploration of performance evaluation of high school geography practice.