The Applied Research Of Learning Progressions In Senior High School Geography Teaching

Learning progressions have become a hot topic in teaching and research in recent years.Learning progressions describe the learning path,which mainly include knowledge and students' cognitive thinking.The research of rational knowledge,such as concepts and laws,is gradual and gradual.In each stage,we must understand the key points of knowledge and students' cognitive development,especially the perplexities,and each confusion point corresponds to different ways of thinking.Before the new class,we must carry out pre-tests to know the academic situation.At the same time,we must further analyze the teaching content,teaching design,which is based on learning and teaching content and advanced learning,directs students to do meaningful learning so as to promote their recognition.Know the structure change.Whether or not the instructional design is reasonable is directly related to the teaching quality of a class.However,after investigation,it has been found that there are some problems in the current geography instructional design,and learning progressions will help solve these problems.This study consists of five parts: introduction,theoretical foundation and summary of advanced learning,advanced presupposition,teaching practice and suggestions,summary and reflection.The first part of the introduction,first by collecting and collating literature,analyzes the research status of advanced learning at home and abroad to determine the starting point of this article;then analyzes the purpose and sence of the study,the content and methods of the study;and then confirms the research ideas of this article.The second part of the theoretical study outlines the learning progression and related theories.First,the theoretical foundations of recent development field,cognitive development,and spiral courses are briefly described;then the concept of advanced learning is defined,and it is different from spirals,step by step,etc.,and features,constituent elements,and construction methods are analyzed;Learn the links between advanced and geography instructional design to pave the path for advanced learning to better guide geography instructional design.The third part mainly uses the method of case study method and choose the content of “Climate” as an example.On the basis of building an advanced learningand geography instructional design bridge,the advanced starting point is the academic analysis and the advanced process includes the intermediate level,learning performance and the division of the advanced dimension,the preset advanced end point is the formulation of the teaching goal,and the final preset test questions.In the fourth part,in order to test the preset effect,through the exchange with the geography teachers of the practice school,according to their usual teaching and design methods,the “climate” was designed as Appendix A.Choose two classes that have little difference in learning situation,and use the teaching design based on advanced learning and Appendix A to conduct teaching practice in these two classes respectively.Then use the same test method to test through the comparison method and analyze the test results.The practice of learning advanced is better,and proposes corresponding suggestions for teaching design.The last part is rethinking and prospecting.It reflects and summarizes this article,and proposes the shortcomings.In order to learn advanced in geography teaching,it will play a better role,and according to the deficiencies,we will look forward to the future.