Research On Advanced Strategies For High School Geography Learning From The Perspective Of The New Curriculum

Learning progression is one of the hot topics of research in the international science education field today,and the concept has been widely studied in the field of science education in China.However,in secondary school,geography teaching is still relatively lacking.One of the goals of the new round of primary education curriculum reform around core literacy in China is to promote the consistency between curriculum standards,teaching and evaluation.This goal coincides with the research goal of learning progression.Therefore,it is essential to conduct research on learning progression in geography teaching to promote geography education reform in China and to promote consistency among geography curriculum standards,teaching and assessment.Based on constructivist learning theory and cognitive development stage theory,this study is conducted through the literature research method,experimental research method and action research method,which mainly includes the following four parts.Part I: Explaining the background of the study,analyzing the purpose of the study and the significance of the study,and using the literature research method to sort out and analyze the origin of learning progression research,domestic and foreign research progress and the research progress of learning progression in the field of geography education and teaching,to determine the problems and research ideas to be solved in this study,and to explore the relevant concepts and theoretical foundations to provide academic support for the subsequent research.Part II: First,we briefly explain the learning progression,including its components,constructive model and basic features;secondly,we analyze the necessity of applying the learning progression to high school geography teaching,and finally,we design a high school geography teaching process based on the learning progression.Part III: An attempt to propose five strategies for teaching high school geography under the guidance of learning progression:(1)integrating the content of teaching materials and constructing a conceptual system;(2)understanding students’ learning conditions and finding the starting point of progression;(3)analyzing teaching objectives and determining the end point of progression;(4)analyzing intermediate states and building a progression path;and(5)reforming assessment methods and forming a progression assessment.Part IV: The application research of the progression strategy of high school geography learning.Firstly,we use the "Flowing water landforms" as a case study for teaching design.Secondly,we evaluate the students in the experimental class and the control class through pre-class diagnosis,in-class questioning and post-class testing.Finally,based on the assessment results,we discuss the effectiveness of learning progression applied to teaching high school geography,and suggest improvements to the teaching design.The purpose is to provide a connection for high school geography teachers to use learning progression strategies.