A Study On The Interface Of Middle And High School Geography Teaching Under The Perspective Of Disciplinary Core Literacy

With the official promulgation of the Geography Curriculum Standards for Compulsory Education(2022 Edition),the secondary school geography curriculum builds up a complete system aiming at the cultivation of core literacy in geography.Among them,geography teaching in junior high school and geography teaching in senior high school are both connected and distinct,and the connectedness and difference between them produce the feasibility and necessity of teaching articulation.The core literacy of geography at the compulsory education stage has prompted the formation of the geography education value continuum at the basic education stage and provided a powerful grip for the articulation of geography teaching in junior high school.In order to make the progressive cultivation of core literacy in geography a reality and the articulation of geography teaching in junior and senior high schools a success,this study takes system theory,Piaget’s cognitive development theory and geography curriculum and pedagogy as theoretical supports and uses textual analysis and comparative research methods to analyze the articulation of junior and senior high school geography curriculum standards and teaching materials.Firstly,the articulation analysis was conducted on the junior and senior high school geography curriculum standards.It is found that the geography curriculum concepts of junior high and senior high schools are the same,and the geography curriculum objectives have a good relationship with each other as a whole,and the geography curriculum of junior high and senior high schools also makes the design of continuity and progression in content requirements.However,the high school geography curriculum needs to be strengthened in terms of cultivating the core literacy of Chinese students’ development.In addition,there are a few sub-objectives in the middle and high school geography curriculum that are not closely connected.Secondly,this thesis examines the core literacies of geography in junior high school geography textbooks and required high school geography textbooks,and classifies their literacy levels.The coherence of their levels is analyzed from the literacy levels,and it is found that the cultivation of the four core literacies in compulsory geography teaching in high school is expanded,deepened and systematized on the basis of geography teaching in junior high school.Finally,combining with the previous articulation analysis,this study proposes the principles of articulation such as systematic principle,progressive principle and standard-based principle,and proposes the following four teaching articulation strategies:studying the curriculum standards to clarify the differences of school sections;reading geography textbooks to grasp the key points of articulation;paying attention to students’ learning conditions to articulate teaching and learning methods;strengthening the sense of articulation and enhancing the articulation ability.At the same time,this thesis designs a case study on "population distribution" as an example of the articulation between junior and senior high school geography teaching.