面向学生地理实践力的培养，设计情境教学，有助于学生核心素养和教师专业能力的提升。本研究旨在提供面向地理实践力的初中地理课堂情境教学案例，并构建初中生地理实践力水平的评价方法。

初中地理情境教学案例设计应结合课程标准、教材内容，遵循内容重要、具有代表性、乡土化可实施程度高的原则，进行案例设计。本文选取了五种基本地形类型、亚热带气候类型两个课例进行地理情境教学设计和实施。通过课堂观察计量各种教学行为的时长，该类课程教师讲授约15-20分钟，师生、生生互动时长20分钟，把40分钟课堂分解为四个教学时段，设置导入和过渡，较符合学生心理波动和情境递进设计。

本文构建了两种方法相结合的学生地理实践力综合评价体系：以基本要素特征分析法PTA量表为主的表现性评价，以测验为主的结果性评价。构建的PTA量表包括“准备地理实践活动能力、实施地理实践活动能力、实践总结的能力、迁移提升的能力”四个一级指标，内含13个二级指标并都分为了四个水平级，评价方式包括学生自评、互评和教师评价，通过专家打分方式确定各指标的权重，可计算得到表现性得分，评价结果显示：学生的“实施地理实践活动的能力”得分较高。通过测试题的评价结果显示：地理情境教学能较好地培养学生准备地理实践活动能力、实践总结能力。但整体评价成绩仅为合格，学生的地理实践力有待提高，尤其迁移提升能力较为欠缺。

Facing the cultivation of students' practical ability in geography and designing situational teaching are helpful to the improvement of students' core quality and teachers' professional ability. The purpose of this study is to provide junior high school geography classroom situational teaching cases oriented to geography practice, and to build the evaluation method of junior high school students' geography practice level.

The case design of junior middle school geography situational teaching should be combined with curriculum standard and teaching material content, and follow the principle of important content, representativeness and high degree of localization. In this paper, five basic terrain types and subtropical climate types are selected for the design and implementation of geography situational teaching. By observing and measuring the length of various teaching behaviors in the classroom, the teachers teach about 15-20 minutes, and the interaction between teachers and students and students lasts for 20 minutes. The 45 minute classroom is divided into four teaching periods, and the introduction and transition are set, which is more in line with the design of students' psychological fluctuation and progressive situation.

This paper constructs a comprehensive evaluation system of students' practical ability in geography, which combines two methods: Performance Evaluation Based on PTA and result evaluation based on test. The constructed PTA scale includes four first level indexes, which are "the ability to prepare for geographical practice, the ability to implement geographical practice, the ability to summarize practice, and the ability to transfer and improve", including 13 second level indexes and all of which are divided into four levels. The evaluation methods include students' self-evaluation, mutual evaluation and teachers' evaluation. The weight of each index is determined by expert scoring method, and the performance can be calculated The results show that the students' ability to carry out geographical practice activities has a high score. The evaluation results of the test questions show that the teaching of geographical situation can better cultivate the students' ability to prepare for the practical activities of geography and the ability to summarize the practice. However, the overall evaluation results are only qualified, and the students' practical ability of geography needs to be improved, especially the ability of migration and promotion is relatively lacking.