Discussion on the Reform of Comprehensive Practice Evaluation Model for Physical Geography Courses in Chinese Universities

Abstract

In this paper, the comprehensive practice evaluation system for physical geography courses is reformed for its shortage as the goal of teacher certification and course target evaluation. We put forward a set of evaluation model of process performance evaluation including 11 participating indicators from usual grades, practice reports and teaching skills, which comprehensively considers students’ multifaceted literacy and ability. This model not only evaluates the practice content, results and knowledge mastery but also evaluates the practice process, ability training and knowledge application transfer and transformation. It strengthens the subjectivity and participation of students and can better support the course goals and graduation requirements.