Research On The Learning Progression Construction Of Geography In Senior High School Based On Core Concepts

China’s newly issued geography curriculum standard for senior high schools(2017 Edition,Revised in2020)selects the curriculum content with the big concept of discipline as the core,and adds the academic quality standard for the first time.It takes the core literacy and performance level of geography as the main dimension,defines the academic requirements that students should meet after completing geography learning in different stages,and comprehensively depicts the performance of students’ academic achievements.Learning progression presents students’ learning and cognitive development process,and is a theoretical hypothesis that gradually becomes complex and mature in a certain period of time about a certain concept knowledge or practical ability.Therefore,the integration of geography core concepts into curriculum content can help students establish conceptual framework,gradually learn subject knowledge from easy to difficult,comprehend the research perspective and methods of geography,and clarify the performance level of core concepts in different grades,which can provide important reference for teaching and evaluation.Firstly,this paper combs the domestic and foreign relevant geographic core concepts and learning progressions research situation,Secondly,taking the topic of "shaping of Earth surface morphology" as an example,this paper selects the core concepts and important concepts that fit the content of the research topic through the text analysis of the geography curriculum standards and teaching materials of junior middle school and senior high school,as well as the interview and questionnaire survey of experts in the subject teaching field and senior high school geography teachers.By analyzing the internal relationship between the core concept spatial interaction,geographical process,geographical environment,human land relationship,geographical practical skills and other concepts of the research topic,the concept system map led by the core concept is finally drawn.Through the elaboration and analysis of the theoretical relationship between the core concepts,the paper draws the progression map of the concept system of "shaping of Earth surface morphology",and determines the progression dimensions of the core concepts of the research topic.Through the analysis of the contents of geography courses in junior and senior high schools,based on the "zone of proximal development" theory and SOLO level classification theory,and referring to the academic quality level in the geography curriculum standard,this paper formulates the description of the progression development level of geography concept cognitive learning,and divides the progression levels of the advanced dimensions of each core concept on this basis,Finally,the progression hypothesis framework of the topic "shaping of Earth surface morphology" is constructed.Through interviews with senior high school teachers,preliminarily tests the scientific and reasonable of the learning progression framework,and revises it according to the relevant guidance.The college entrance examination questions and simulation questions are selected for appropriate adaptation.According to the number and depth of geographical concept content of the exercises,the test questions are corresponding to the description of different cognitive development levels of the constructed learning progression framework,and the learning progression evaluation tool of "shaping of Earth surface morphology" is self-developed.The students are selected for the initial test,and the Rasch model of Item Response Theory is used to test the effectiveness of the evaluation tool from the aspects of reliability and validity,one-dimensional and question fitting degree.The reasons for the unsatisfactory parameters in the test data were analyzed,and some questions are modified on this basis.Using the revised evaluation tool to carry out the empirical investigation and research of large sample test,combined with the model analysis results,evaluate whether the students’ thinking development is progression,and whether the constructed learning progression hypothesis framework effectively reflects the students’ cognitive thinking development of the geographical concept of the research topic.The abnormal data of the large sample test reflects that Learning progression framework needs to be adjusted.Through the revision of the hierarchical description of cognitive development of some progression dimensions,the final learning progression framework of the topic "shaping of Earth surface morphology" of Geography in senior high school is constructed.In the last part,this paper takes the learning progression of geomorphology observation as an example to design a case,which provides a teaching reference for high school teachers.In order to ensure that the Learning progression of core concepts can effectively guide geography teaching,this paper puts forward three teaching suggestions.First,take the core concepts of geography as the center and integrate different teaching contents.The second is to divide the cognitive development level based on the students’ existing experience.The third is to carry out teaching diagnosis and evaluation based on the framework of learning progression.The fourth is to design unit teaching based on the framework of learning progression.This paper has completed the screening of the core concepts and important concepts of the special topic "shaping of Earth surface morphology" in senior high school geography;An evaluation tool with high reliability and good fitting with Rasch model is compiled,which can detect students’ learning level of geographical concepts of research topics;Through the empirical investigation test,the constructed learning progression hypothesis framework can show the cognitive thinking development path of senior high school students on the geographical concept of research topic.This study hopes to provide senior high school geographical teachers with the construct method of learning progression based on core concepts,help students construct the thinking development path of different thematic knowledge,guide their in-depth learning,and further cultivate their geographic core literacy.