Research On Learning Progressions Of Cultivating Senior High School Students' Comprehensive Thinking In Geography

Under the background of the new curriculum reform,in the 21 st century,the basic education should realize the transformation from "quality education" to "accomplishment education",and the consistency of curriculum standard,teaching and evaluation becomes the key issue,which is consistent with the research goal of learning progression.The study of learning progression is one of the hot spots of education research at home and abroad,but the study of learning progression applied to geography teaching is not much,the combination with the new curriculum reform is less,and the goal of implementing core literacy training is not clear enough.This study guides the implementation of the cultivation of the core quality of Geography with learning progression,and takes the comprehensive thinking in the core quality of Geography as an example to carry out the analysis and research,which has certain theoretical and practical significance.Based on the domestic and foreign research status quo of learning progression and geographical comprehensive thinking,this study defines the relevant concepts of learning progression and geographical comprehensive thinking,and expounds the theoretical basis of this paper.In order to ensure the feasibility of the study,this study analyzed the feasibility from the following three aspects: the close connection between the learning progression and the cultivation of the core quality of Geography,the characteristics of students' psychological development and the framework of the geography teaching materials in senior high school and the teaching environment,which proves that it is feasible to cultivate the senior high school students' geographical comprehensive thinking based on the learning progression.Then,based on the new curriculum standard and the geographical comprehensive thinking as the learning progression theme,this paper constructs the learning progression framework of the senior high school geographical comprehensive thinking,and provides a reference for the design of the survey on the cultivation of the senior high school geographical comprehensive thinking.After that,the survey was carried out in the form of student questionnaire and teacher interview to understand the current situation of senior high school students' geographical comprehensive thinking level and the current situation of learning progression applied to the cultivation of senior high school students' geographical comprehensive thinking,from which the existing problems were summarized.How to use learning progression to solve the problems in the current situation of the cultivation of senior high school students' comprehensive thinking in geography and how to guide the teaching is the core problem to be solved in this study.In view of the student questionnaire reflects in high school geography main problems of the present situation of the cultivation of comprehensive thinking,this study basis on the principle of in progressive,flexibility,comprehensive and situational,from the perspective of learning progression,this paper puts forward the training strategies of comprehensive geographical thinking for senior high school students,namely for the students who do not reach level 1,this paper puts forward the strategies of creating familiar situations and cultivating the students' interest in geography ? making clear the characteristics of elements and grasping the details of geographical knowledge?focusing on static analysis and describing the spatial pattern of geographical events;For the students of level 1,this paper puts forward the strategies of using mind mapping to sort out the simple relations of multiple elements ? paying attention to dynamic analysis and understanding the evolution process of geographical events?creating simple situations and preliminarily cultivating the ability of regional analysis;For the students of level 2,this paper puts forward the strategies of using layer stacking and paying attention to complex relations of multiple factors?focusing on scale transformation and paying attention to multi-scale analysis?creating complex situations and strengthening the ability of regional analysis;For the students of level 3,this paper proposes the strategies of improving the flexibility of thinking,encouraging students to be good at questioning and reflecting?creating realistic situations and improving the application ability of regional comprehensive thinking.For the students of level 4,this paper puts forward the strategies of enriching knowledge reserve and cultivating comprehensive thinking in daily life?paying attention to the integration of disciplines and cultivating comprehensive thinking with multi-disciplines.Based on the interviews with teachers,it can be seen that teachers have insufficient understanding of the application of learning progression to the cultivation of comprehensive thinking in geography and lack of experience in teaching design and writing,which is not conducive to the effective implementation of strategies related to comprehensive thinking in geography.In order to effectively use learning progression to guide the micro implementation of the cultivation of comprehensive geographical thinking,this study further constructs a teaching design process based on the cultivation of senior high school students' comprehensive geographical thinking based on learning progression: learning situation analysis--objective analysis--process design--evaluation and reflection.Finally,taking the " water circulation " as an example and the students in senior one of the internship school as the object of empirical research,this paper makes an empirical test on the effect of learning progression on the cultivation of the senior high school students' geographical comprehensive thinking,summarizes the problems in the implementation,and puts forward some suggestions on the cultivation of the senior high school students' geographical comprehensive thinking based on learning progression.This study provides useful reference and guidance for geography teaching in senior high schools,and also effectively implements the goal of core literacy cultivation.