Study On The Learning Progression Of The Core Concept Of Geography In High School

Learning progression,originated in the United States,is a hypothetical description of the cognitive development path of students in the learning process,which can be tested by empirical evidence.In recent years,it has become a research hotspot in the international education circle because it can change the problem of "wide range of knowledge but shallow depth of understanding" in the original curriculum standard and teaching,and promote the consistency of curriculum,teaching and evaluation.This study selected the chapter "Water on Earth" of high school geography to construct the learning progression of the core concept,hoping to help students construct the concept system,realize the in-depth study of the core concept,and provide new ideas for teachers' teaching.Specific research is divided into the following three parts:Study 1: Firstly,the retrieval of core concepts.By investigating the knowledge points presented in the curriculum standard and textbooks and the knowledge points added by the front-line teachers in actual teaching,the author obtained all the knowledge points of the chapter of "Water on Earth" in high school geography.Through the analysis of the curriculum standard,interview with experts and the questionnaire of the front-line teachers' cognition of the importance of the chapter concepts,the important knowledge points of the chapter are screened out,and the core concepts of the chapter are extracted,and the concept system is constructed.Study 2: "default" learning progression framework,the author made five chapters as progression core concepts,and selects the SOLO level classification theory divides the level into the class of each dimension is: single point structure,the structure of the multi-point,link structure,the development of abstract structure,describes the achievement levels and at all levels expected performance.Study 3: the last is the "validity testing and revision of learning progression framework",adopted the education measurement method,by developing assessment tools(high school geography "water on the earth" chapter quizzes)combined with Rasch model analysis of measurement data,start with small sample test to revise the evaluation tools,with large sample test again to modify the progression framework.After the above research,the following conclusions are drawn:Conclusion 1: The relevant core concept of the chapter of Water on Earth are obtained,and based on this,the conceptual system of "subject core concept--subject sub-level core concept--chapter core concept--chapter general concept" is established.Conclusion 2:Presets a learning progression framework in the chapter of Water on Earth.Conclusion 3: The predetermined learning progression framework is tested and revised,and the characteristics of students' cognitive development path in the chapter Water on Earth are obtained.