Research On The Evaluation And Promotion Strategy Of Teaching Design Ability Of Novice Geography Teachers

One hundred years,education,education,teachers,the new era of teachers construction has been a national strategy.Novice geography teachers are in the early survival stage of career development,and they pay more attention to their own professional ability.Teaching design ability is one of the important abilities,which directly affects classroom teaching and the professional construction of geography teachers.What is the teaching ability of geography teachers,how the structure,how to evaluate,what problems,how to improve and other issues are worth deeply thinking about.By analysis literature,the current research status of geography teaching design is sorted out and its ability evaluation,distinguishes the concept of teaching design ability of geography teachers and geography teachers,and determines the theoretical basis of the research.On this basis,20 teachers with more than 10 years of teaching experience and titles of secondary and higher education are invited to form an expert group.Combined with the suggestions of the expert group,the evaluation scale of teaching design ability of novice middle school geography teachers is constructed.Based on the evaluation scale,the case analysis method is used to invite three front-line geography teachers who have more than 10 years of teaching experience to form a jury group,and evaluate according to the teaching design of three novice middle school geography teachers.Then use the questionnaire survey to expand the scope of research;combined with the teacher interview method,directly with the novice middle school geography teacher dialogue,in-depth understanding of the teacher ’s teaching design of the mental process,assisted the first two survey methods.Therefore,from three perspectives and methods,this thesis investigates and analyzes the current situation of teaching design ability of new geography teachers,and then propose targeted improvement strategies and applies them to verify the scientificity and effectiveness of the method.Through investigation and research,it is found that novice geography teachers attach importance to geography teaching design,but their understanding is relatively simple;the overall analysis ability is good,but it relies on teaching materials;the design ability is basically qualified,but the teaching goal is rigid;the evaluation ability is relatively weak,and the teaching reflection is formalized.Based on the results and analysis of the current status quo,this article proposes targeted improvement strategies :systematic learning of theoretical knowledge,thorough geography instructional design;pay abundant attention to students ’ learning situation,and earnestly implement student-oriented;deepen the design of teaching objectives and keep up with the core literacy of geography;carefully select excellent cases and integrate geography teaching resources;repeatedly modify the teaching design,and strive to implement teaching reflection.Then,through the evaluation scale used by the first-line judge teachers,the teaching design ability of the subjects before and after the test is measured to prove the effectiveness of the strategy,and the ’ water cycle ’ teaching design is used as a case to intuitively explain the process of strategy use.Therefore,the strategy proposed in this thesis provides an effective way to improve the teaching design ability of novice middle school geography teachers.