The Design And Implementation Of Stratified And Personalized Homework Of Senior High School Geography Under The Guidance Of The Concept Of Value-added Evaluation

Under the background of the prominent disadvantages of evaluation and the transformation of evaluation mode,the senior high school geography operation is in urgent need of transformation and upgrading,and the personalized,hierarchical and dynamic geography operation has become an ideal form of operation.Therefore,this paper puts forward " How to design and implement the high school geography under the guidance of the concept of value-added evaluation?" The core problem is further divided into five sub-problems:1.How to design the hierarchical index system?2.How to design a personalized homework question bank ? 3.How to stratify different students and personalized question banks?4.How to implement stratified and personalized homework in the real campus?5.How to dynamically adjust the students ’level to promote the value-added value of students’ learning?Based on the theory of program teaching,multiple intelligence theory,recent development theory,solo classification theory and individualized teaching theory,a dynamic,hierarchical and personalized operation system is constructed to promote students;the students’ enthusiasm for geography study are expected to be diversified,hierarchical,close to life and outstanding accomplishment.Based on this,the hierarchical personalized homework of high school geography is designed from the hierarchical indicators,personalized homework question bank and hierarchical steps.Firstly,a hierarchical index system is constructed according to students’ thinking level,learning attitude and academic performance;secondly,a personalized geography homework question bank is constructed from the purpose,content,form,questions and answers,questions and homework quality evaluation;finally,homework and students.In empirical xiang version compulsory a fourth chapter of the water on the earth,for example,layered personalized homework design and implementation,choose class and unit homework two forms,through the before,test and after three stages,analyze the students ’interest in learning,core quality and the change of academic performance,finally to the students’ learning motivation,learning ability and learning effect of value-added analysis,evaluate the students’ progress.The research found that students ’learning motivation,learning ability and learning effect have been improved,which promotes the progress of students,enhances students’ interest in learning,shows the development of students ’personality,plays a positive role in the realization of students’ comprehensive development,and provides reference and reference for front-line teachers’ teaching.Finally,the dual selection of teachers and students is constructed around the "hierarchical indicators,personalized homework question bank,stratification of homework and students,empirical research on hierarchical and personalized homework of sub-questions and the establishment of value-added evaluation",A hierarchical index system highlighting core literacy;Designed in various forms,Embodies the multiple intelligence of the individual homework question bank;Create a dynamic variable,Stratified steps to meet the different needs of students;Established the strong operability,Taking into account the empirical research steps of inside and after class;Constructed the coordination and unity,Show the value-added evaluation of the students’ progress process,Finally,to meet the different levels of students,diverse needs,Homework that reflects the students’ progress,To measure the students’ level for science,Improving the evaluation method to provide reference.