Advanced Study On The Core Concept Of "Earth Movement" In High School Geography

Learning progression is one of the hot spots in the field of international science education.This research has been studied in the field of science education in China,but it mainly focuses on physics and chemistry.With the promulgation of new high school geography curriculum standards in China,core literacy has become the core of the education system,which requires students to have an in-depth understanding of the core concepts in the discipline,and the consistency of curriculum standards,textbooks and evaluation.This requirement coincides with the research objective of learning progression.The author believes that the empirical research on the learning progression of geography can promote the reform of geography education in middle schools,provide the basis for the teaching design and evaluation of frontline teachers,and provide a reference for the research on the learning progression of geography in China.As for the knowledge of high school geography and earth movement,it has been regarded as difficult knowledge by teachers and students because of its abstract and spatial nature.There are many concepts in this part,and the calculation is complicated.The relationship between concepts and various laws of earth movement are the difficulties in this chapter.No matter from the analysis of textbooks or the analysis of learning situation,it can be seen that this part of knowledge is difficult to master in high school geography.In the traditional teaching process,teachers often judge students' knowledge reflection and mastery from the perspective of subjective experience or knowledge,lacking objective standard guidance and scientific teaching diagnosis.Therefore,the study on the learning progression of the concept of "earth movement" has become the purpose of this paper.This research mainly solves the following three problems: Study 1: necessity analysis of the application of learning progression in the teaching of "earth movement".This paper analyzes the necessity of applying learning progression to the teaching of "earth movement" from three perspectives: the status of "earth movement" knowledge in the subject system,the knowledge characteristics of "earth movement",and the teaching status of "earth movement".Study 2: construction of advanced learning of core concept of "earth movement".This problem is the core problem that this paper must solve.By studying relevant course documents at home and abroad and interviewing first-line teachers and students,the core concepts of this topic were selected.Based on piaget's cognitive development stage theory and geospatial cognitive theory,the core concepts are divided into levels one by one,and students' learning performance is predicted,and the learning progression is preliminarily constructed.Rasch model is used to test the validity of the constructed learning progression and improve the learning progression.Study 3: conceptual shift instructional design based on learning progression.This paper selects the concept of time difference,takes the learning progression as the teaching objective,and takes the four links in the concept transformation teaching as the structure to carry on the teaching design.The conclusions obtained from the above research are as follows:1.Teaching should pay attention to the pre-concept of students and realize the reconstruction and transformation of the concept;Before learning the knowledge of earth movement,students have already known a large number of life phenomena,but they cannot explain the causes and rules of life phenomena,and their thinking is still in the stage of image thinking.2.Teaching should follow the law of cognitive development and carry out teaching design in combination with learning progression;Teaching design based on the teaching theory of learning progression and concept transformation not only conforms to the law of students' cognitive development,but also deepens students' understanding of concepts.3.Teachers should make meaningful teaching diagnosis and evaluation with reference to learning progression;Taking learning progression as the scale of teaching evaluation,students' development can be directly seen,and scientific guidance can be provided for teachers' teaching decision-making.