Advanced Study On The Core Concept Of Geography In Senior High School

Improving the quality of classroom teaching in a limited time is not only the requirement for the further promotion of quality education in China,but also one of the core issues facing the new curriculum reform.According to the requirement that the new curriculum reform pays attention to cultivating students' core literacy,the revision of the new geography curriculum standard pays more attention to making learners connect scattered knowledge,build a systematic and complete knowledge structure,and then implement the core geographic literacy on the basis of paying attention to students' cognitive development process.Then,under the guidance of advanced learning theory,the process of geography teaching practice is based on students' cognitive development process,and integrates knowledge with the core concepts of geography,which fully embodies the new curriculum design concept of "less but more refined" and "coherence" and meets the requirements of quality education.Based on Piaget's cognitive development theory and literature research method,this study summarizes the research on learning advancement and core concepts,and finds that there are few studies on the integration of learning Advancement Theory and geography classroom teaching in China,and on the integration of geographical core concepts in the process of geography teaching and the construction of geographical knowledge system.Therefore,in view of this situation,the research work of this paper is mainly divided into the following three parts: Firstly,through the analysis of the knowledge structure of geography "atmosphere" in junior and senior high schools,the core concept of the chapter "Atmosphere on Earth" is determined.Secondly,the chapter "Atmosphere on Earth" is presupposed for learning progress,including presupposed starting point based on timetable analysis,textbook analysis,syllabus analysis and learning situation analysis,ascertaining the advanced dimension and dividing the level of each advanced dimension according to the core knowledge in this chapter,and developing and implementing evaluation tools.Thirdly,under the guidance of advanced learning theory,we design corresponding teaching cases and carry out geography classroom teaching practice.Through the above research,the following four conclusions are drawn: Firstly,thesecondary geographic core concepts of Atmosphere on Earth include that atmosphere is an important component of natural geographical environment,climate process,the relationship between human activities and atmospheric environment.Secondly,it puts forward the idea of building a learning advanced level in the chapter of Atmosphere on Earth: combining with the analysis of the timetable,the analysis of the syllabus,the analysis of the textbooks and the analysis of the learning situation,presupposing the starting point of the advanced level;determining the advanced dimension and dividing the different advanced level according to the core knowledge of the textbooks;and making the teaching design according to the advanced level of each advanced dimension for classroom teaching;finally,the post-test questions are formulated and tested to make the students' learning effect obvious.Thirdly,through the pretest,it is found that students' knowledge of the "atmosphere" only reaches the level of understanding,and it is difficult to explain or apply the relevant principles to solve practical problems.Fourthly,geography classroom teaching under the guidance of advanced learning theory has certain teaching value.