The Curriculum And Teaching Directivity Requirements Of Senior High School Physical Geography From The Material Energy Transmission Perspective

Geography Core Accomplishment of reflects the essential characteristics of the discipline,which requires us to deepen the understanding of the discipline,respond to the requirements of the broad concept of the discipline,promote the curriculum and teaching through the in-depth research of the discipline,and pay attention to the perspective of the discipline and its cultivation process.As a point of view(focus)of physical geography,"material energy transmission" can provide guidance for the development of geography curriculum and teaching in middle schools.The systematic construction and use of the perspective of material energy transmission to grasp the rich,complex and often hidden main clues of high school physical geography content is equivalent to the definition of a Big Idea that can make it structured.However,there has not been enough attention paid to the directivity of the perspective of material energy transmission in high school geography curriculum and teaching.Following the train of thought of "proposing problems ? analyzing problems? solving problems ? practical application",this research mainly focuses on three core questions: what kind of geographical perspective is embodied in the matter and energy transmission? How to use the perspective of material energy transmission to improve the understanding of high school physical geography curriculum content?What is the directive requirement of physical geography teaching in senior high school from the perspective of material energy transmission? It is committed to achieving the three objectives of constructing the subject perspective,analyzing the course content and discussing the teaching direction.In the research process,qualitative and quantitative methods are mainly used to systematically discuss the guidance of material and energy transmission perspective on physical geography curriculum and teaching in high school from the aspects of theoretical construction and practical application.The theoretical research part mainly includes three aspects: "seeking viewpoint","constructing perspective" and "establishing perspective".First,through literature research to find the perspective of "material energy transmission" in geography,to clarify its conceptual connotation and positive significance to middle school geography curriculum and teaching.Second,mainly from the specific geographers generally more attention to "flow" of the material energy transmission space background,the specific process of the material energy transmission sequence,the material energy transfer and energy conversion in the material movement dialectical unification relations,regional differences of the material energy transmission status and the function of the material energy transmission performance,etc.,Following the train of thought of "spatial background ? process sequence ? important features ? functional expression",the basic framework,dimension composition and content points of the perspective of material and energy transmission are constructed.Thirdly,the framework of material energy transmission perspective is revised and established according to expert opinions,which mainly includes: 5 sub-perspectives: the "flow" nature perspective of matter energy transmission,the input-action-output perspective of matter energy transmission,the collaborative relationship perspective of matter energy transmission,the regional difference perspective of matter energy transmission,and the functional performance perspective of matter energy transmission.There are 12 content points,such as the perspective of geographic material flow,the input basis of matter and energy,and the mutual expression of matter movement and energy conversion.The part of applied research mainly includes two aspects: "analyzing the course content from the perspective of material energy transmission" and "discussing the instructional requirements from the perspective of material energy transmission".First,based on the perspective of material and energy transmission,combined with the curriculum organization theory,text analysis is used to "master" and "analyze specifically" the curriculum content of physical geography in high school,so as to construct the curriculum content organization framework,analyze curriculum standards and analyze specific curriculum content.Firstly,the concept of "material energy transmission" is derived from the center of the organization: From " physical geographical environment and the external material energy transfer process" to "physical geographical environment inside the material energy transfer process" to "physical geographical environment on the material energy transmission in the process of comprehensive response," three "Big Unit",ultimately rests on "human and physical geographical environment between the material energy transmission process".From the "Big Idea" to "Big Unit" is high school physical geography curriculum content organization of a "bright line",and "clarified the relationship" curriculum content organization "dark lines" to set up high school physical geography curriculum content organization framework,its core elements is: a "Big Idea",three "Big Unit",a "dark lines",a "bright line" and a "stop".Secondly,according to the "content standard" in the curriculum standard,the course content focus corresponding to the perspective of material energy transmission is clarified.Thirdly,the basic intersection of geography,physics,chemistry,biology and other disciplines and the interdisciplinary theme activities around material energy transmission under the broad conceptual vision are analyzed.Finally,based on the 3 d object to the science of evolution relationship between core literacy and their integration mechanism,combining with the knowledge,ability,thought(perspective)organizational elements and values such as course,mainly from the perspective of geography knowledge,geography,geography and geographical values,etc.,application of the material energy transmission Angle of view to enhance the understanding and analysis of the natural high school geography curriculum content,To master the "logical chain" in the knowledge organization of geography discipline,to clarify the "core items" in the ability deconstruction of geography discipline,to capture the "focus point" in the perspective of geography discipline,and to clarify the "key words" of the core values of geography.Second,based on the material energy transmission Angle of view in view of the physical geography teaching in the senior high school put forward directivity,guides the teaching essence,reflect subject expected,at the same time,using case study analysis both the teaching case,on the basis of "discovery teaching problems to analysis problems of teaching,improving teaching design thinking,application of teaching to practice.To be specific,firstly,the instructional requirements for teaching from the perspective of "flow" nature of material energy transmission are as follows :(1)abstract and summarize things directly seen into corresponding levels of geographical material energy;(2)Guide students to construct the basic concept system of matter and energy with discipline logic;(3)Guide students to use the dynamic perspective to understand the material energy "flow" from the relationship between things.Secondly,the instructional requirements for teaching from the perspective of material and energy input-effect-output process are as follows :(1)guide students to understand the basis of material and energy,and make clear the starting point of geographical process thinking;(2)Guide students to understand the main body of matter and energy,and grasp the central term of geographical process thinking;(3)Guide students to understand the output results of material energy,and reach the end of geographical process thinking.Thirdly,the instructional requirements from the perspective of collaborative relationship of matter and energy transmission are as follows :(1)The relationship between matter movement and energy conversion should be suggested as early as possible to pave the way for teaching;(2)Focus on the double process of material movement and energy conversion,and detect the blind spot in teaching.Fourthly,the instructional requirements for teaching from the perspective of regional differences in material and energy transmission are as follows :(1)to guide students to fully pay attention to the origin of geographical process when understanding regional differences;(2)Guide the students to understand the geographical process and pay attention to compare its regional differences.Fifth,the functional expression perspective of material energy transmission has the following directivity requirements for teaching :(1)guide students to grasp elements and regions and understand spatial structure with combinational thinking;(2)Guide students to plan multiple geographical processes with a holistic concept and understand the overall function.