Research On The Evaluation Of Geography School-based Curriculum Based On CIPP Theory

School-based curriculum has been in the research in China for about 20 years.Following the guidance of national policies on the implementation of school-based curriculum,schools have issued some evaluation scheme about school-based curriculum,and put them into teaching practice.Benefiting from the comprehensive and regional nature characteristic of geography,as well as the basic concept of both national feelings and world vision,many schools prefer to choose this curriculum to create school-based curriculum.Although the design of school-based curriculum of geography has achieved significant results in China,obvious weaknesses in the study of school-based curriculum evaluation still exist.Some scholars developed several school-based curriculum evaluation models,showing more universal but less targeted,and lacking the combination with the characteristics of geography.Based on CIPP evaluation model,this research divided geography school-based curriculum evaluation into four dimensions: “Background evaluation about curriculum resource” “Input evaluation about curriculum outline” “Process evaluation about Curriculum implementation” and“Result evaluation about curriculum implementation ”Transferring the theory from other research,this research used restricting factor as evaluation indicators to find out their characteristics(interpretating of the indicators accurately)and the development ways(the indicators used in the implementation of evaluation process),finally designed "geography school-based curriculum evaluation system" which had four dimensions and three levels.According to the design principle,setting 9 first-level indicators,29 second-level indicators,and stating their intension.Subsequently,the questionnaire survey and the Delphi method were used to verify the rationality of the system,and to determine the weights of all levels of indicators under the "School-based Geography Course Evaluation System".In order to test the effectiveness of the evaluation system,X Middle School in Xiamen,China was selected as a case to carry out the implementation of geography school-based curriculum evaluation.It is found that the current school-based curriculum has the advantages of rich resources,perfect content of curriculum outline,and basically up to the standard of curriculum implementation effect.However,some problems remain,such as low utilization rate of curriculum resources,individual differences in the enthusiasm of teachers and students to participate in geography school-based curriculum,and neglect of core literacy cultivation in geography school-based curriculum evaluation.Combined with the case,this research puts forward the following suggestions:(1)improve the utilization rate of school-based curriculum resources and enrich the curriculum content;(2)update the curriculum outline with the latest education ideas and policies;(3)design research activities based on the current school-based curriculum content organization;(4)pay more attention to the cultivation of students' geographical core literacy in geography school-based curriculum,and refine the curriculum objectives and evaluation scheme.