| The real world is interwoven with complex and changing problems.Problem solving ability is one of the key skills necessary for future talents.School education must prepare students for problem solving.The curriculum standard of high school geography proposes that two means of question teaching and performance evaluation should be used to train students’ ability to solve complex problems in real situations.At present,there is a problem of emphasizing "teaching" and undervaluing "evaluation" in question teaching.The lack of evaluation results in a great loss of teaching effect,and question teaching needs to choose a suitable evaluation method.Performance evaluation is an evaluation method suitable for evaluating innovative thinking,critical thinking,problem solving and other advanced abilities.The deep integration of performance evaluation and question teaching is an important breakthrough to achieve the consistency of teaching evaluation.This study aims to apply performance evaluation to question-based teaching,analyze the current design and implementation status of performance evaluation in high school geography question-based teaching through the development of performance evaluation scale and teacher questionnaire,construct the design and implementation framework of performance evaluation embedded in question-based teaching,and apply the results to teaching practice.To promote the deep integration of performance evaluation and question teaching,and to provide reference cases for the cultivation of core literacy of geography.The main research contents include the following parts:The first part is to develop performance evaluation scale and teacher questionnaire to analyze the design and implementation status of performance evaluation in high school geography question teaching.First,theories such as constructivism,questionbased teaching process and experts’ thinking paradigm for solving geographical problems were used as the basis for constructing the scale.The scale was revised through expert consultation,and finally a performance evaluation scale suitable for assessing students’ geographical problem solving ability was formed.Cases were selected for diagnosis.Secondly,from the perspective of teacher teaching,questionnaire is used to investigate the feasibility and current situation of performance evaluation embedding into question teaching,supplement the data of classroom diagnosis,in order to find more problems.The results of teaching diagnosis and questionnaire survey show that it is feasible to embed performance evaluation into question teaching,but there are still the following problems: first,the emphasis on "teaching" rather than "evaluation" leads to inconsistent teaching evaluation.Second,the lack of performance evaluation cases embedded in question teaching.Third,the situation is superficial and students’ ability to find problems is weak.Fourthly,the homework is simplified and the students’ ability to transfer is inadequate.Fifth,the evaluation is unitary and students’ participation is low.Sixth,independent evaluation,separation of teaching and evaluation.In the second part,design and implement strategies of performance evaluation embedded in question teaching.Based on the research of domestic and foreign scholars and combined with the teaching practice,the design and implementation strategy is determined as "six links and three stages","six links" refers to: first,student-centered,determine the evaluation principle.Second,dig the subject logic deeply,analyze the evaluation background.Third,design evaluation objectives based on standard requirements.Fourth,set up the problem situation and embed the evaluation task.Fifth,focus on student performance and use grading rules.Sixth,promote teaching by evaluation and feedback evaluation results.The "three phases" are the preparation phase,the implementation phase and the migration phase.The third part,on the basis of the above research,further summarizes the implementation model of the deep integration of performance evaluation and question teaching,and carries out two teaching practices of Karst Geomorphology and Coastal Geomorphology.After the practice,the teaching effect was verified by collecting the opinions of teachers and evaluation data of teachers and students.The empirical research results proved that performance evaluation could improve students’ problem-solving ability in the process of question teaching more effectively. |
