Research On The Application Of “Little Teacher System” Teaching Method In Senior High School Geography Teaching Based On Observe LICC Paradign In Class

Along with the development of times and the progress of society,our country attaches more and more importance to training talents with comprehensive quality and ability.This pushes the development of our education towards the quality education,which not only affects the reform of basic curriculum,but also affects the innovation of teaching and evaluation reform.In this context,many regions,under the guidance of the new curriculum reform concept,combined with their own education and teaching conditions,continue to explore the local teaching model and the corresponding evaluation system for the subject.Through literature review and practical investigation,the author finds that Mr.Tao Xingzhi’s “little teacher system” has once again entered the vision of educational reformers,and combined with the new curriculum reform idea,colliding with a new era spark;On the basis of teachers’ listening and evaluation,Prof.Cui Yunhuo and his team put forward the LICC paradigm of classroom observation,which entrusts a new evaluation model of qualitative and quantitative teaching evaluation.This model is consistent with the process-based evaluation method proposed by the reform of education evaluation in the new era,and is condu-cive to improving the comprehensive quality evaluation system.In this paper,the curriculum reform idea of “giving full play to students’ learning subject status” contained in the “little teacher system” is fully explored.Combined with the development of the times,the requirements for students’ comprehensive quality are put forward.This paper introduces the LICC paradigm of classromm observation proposed by Prof.Cui Yunhuo and his team to guide the teaching operation process and evaluation scale construction,and applies the“little teacher system” teaching method to geography teaching in senior high school.It not only plays an important role of in improving students’ comprehensive ability,but also plays an important role in building a harmonious relationship between teachers and students,and promoting teschers’ professional development.In addition to the introduction,this paper is divided into four parts.The first part defines“little teacher system” and related concepts,and interprets the basic connotation of classroom observation LICC paradigm.Based on the characteristics of “little teacher system” teaching method,it provides a theoretical basis for the teaching method form the perspective of students’ physical and mental development rules and educational psychology.The second part investigates the current situation of “little teacher system” teaching method in senior high school geography teaching through questionnaires and interviews,and finds out the existing problems of “little teacher system” teaching method in senior high school geography teaching.It also analyzes the feasibility of “little teacher system” teaching method in senior high school geography teaching based on students’ own development needs,curriculum standard requirements,rich and easy,access to teaching resources,and progress of teaching science and technology.In the third part,the author designs the implementation process of the “little teacher system” teaching method in senior high school geography teaching by combining the existing problems in the current situation investigation and the LICC paradigm of classroom observation,constructs the evaluation scale through the expert consultation method and analytic hierarchy process,and establishes a complete evaluation system.The fourth part,in the concrete first-line teaching practice,further modify and improve the teaching method in high school geography teaching application research.By deepening and practicing on the basis of previous studies,this study innovatively proposed and constructed the teaching operation process and evaluation scale of “little teacher system” teaching method in senior high school geography teaching based on classroom observation LICC paradigm,in order to improve students’ comprehensive ability,promote students’ comprehensive development and guide the teaching practice of front-line teachers.More conducive to the current education and teaching reform.