The Practice Path of Integrated Teaching-Learning-Assessment in Senior High School Geography Based on Performance Assessment
To fulfill the educational goal of cultivating core competencies in senior high school geography and address the problems of fragmentation, singularity and lag in traditional teaching assessment, this paper analyzes the internal compatibility between performance assessment and the integrated teaching-learning-assessment of geography. It clarifies the collaborative mechanism of the two from three dimensions: educational objectives, implementation process and educational orientation. In view of practical problems in teaching, such as serious disconnection among teaching, learning, and assessment, traditional and single assessment methods, poorly designed performance tasks, and delayed feedback, targeted and operable practice paths are proposed. Starting from unifying competency-oriented assessment objectives, building a diversified assessment system, optimizing the design of performance tasks and improving the closed-loop feedback mechanism, the in-depth integration of teaching, learning and assessment can be promoted. In this way, students’ core competencies in geography can be developed, and the effectiveness of classroom education and teaching quality of senior high school geography can be improved.
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