Exploration Of Geography Learning Progressions In Middle School Based On Core Concept

The International Charter of Geography Education 2016 and the High School Geography Curriculum Standards(2017 edition)all pay special attention to highlighting the essential characteristics of geography and the cultivation of students' core literacy.The advanced learning Progressions based on the core concept is a learning process from general knowledge to rational knowledge,which highlights the essential characteristics of the subject,and realizes the evaluation of the student's learning process,so that the examination,study and evaluation are organically combined and meet the curriculum standards.Paying attention to the combination of students' process evaluation and result evaluation is of great significance to enriching geography teaching methods and promoting the integration and development of students' core literacy.Through literature review,this paper has a detailed understanding of the research status of learning advanced and geographical core concepts at home and abroad,and defines various concepts.Through questionnaires,it analyzes the application of learning advanced in middle school geography teaching,and combines "climate" The content of knowledge and the actual situation of students' learning have distilled the core concept of the theme of“climate”.On this basis,the core concepts are decomposed and horizontally divided,and the “climate” theme learning advanced model and learning performance presupposition based on the core concept are constructed.Finally,the learning level is measured by learning the advanced model.The problem is also raised to learn advanced strategies.The results show that:(1)Grassroots first-line teachers and students do not know much about core concepts and advanced learning theories,and practice less advanced geography learning;(2))through the analysis of students' academic situation,the theme of“climate” It includes three core concepts: spatial distribution,geographic process and human-land relationship.(3)Analysis of the overall level of students from the assessment,the first-grade students have an imbalance in the horizontal progression of the three core concepts of “climate”.The ability of students to comprehensively analyze problems is not high;(4)the number of students from level 1 to level 3 is gradually decreasing,andthere is a bottleneck in the transition to level 2,and most students do not achieve the level from level 1 to level 2;(5)Different students have different approaches to the “climate”learning and also have commonalities,because they adopt different response teaching strategies.