Research On The Cultivation Of Human-land Coordination Of Senior High School Students Based On Geographic Key Competencies

In order to implement the fundamental task of strengthening moral education and nurturing students,and developing quality education,education reform based on “key competency” is underway.With the promulgation of the "General Senior High School Geography Curriculum Standards(2017 Edition)",geographical key competency has become the direction of geography teaching.Through the in-depth study on the cultivation of human-land coordination view,one of the key competencies of geography,in senior high school geography teaching,some new ideas are provided for the implementation of the key competencies of geography.In this study,CiteSpace software was used to conduct literature analysis on the key geographic competencies,and two interviews were conducted before and after the preparation and implementation of human-land coordination questionnaire in some schools.In addition,online and offline questionnaire survey and classroom observation were used to conduct an investigation and research on the current situation of the cultivation of human-land coordination concept in senior high school students.This study consists of five parts:The first part is the introduction,introduces the background,purpose and significance of the research on human-land coordination,and analyzes the research progress of human-land relationship at home and abroad and the research methods used.The second part gives a comprehensive overview of the concept of coordination between people and land.Starting from the theory of harmony,the theory of sustainable development,the theory of humanism,and the theory of constructivism,this paper makes a theoretical basis for the coordination of human and land and its cultivation.The third part through the teacher questionnaire analysis found that the following problems: First,the geography teacher's understanding of the concept of coordinationbetween people and land is not comprehensive;second,the interpretation of the curriculum standards is not deep;third,the setting of the teaching objectives of the coordination of people and places is not clear The fourth is that the teaching method of human-centered coordination is simple and lacks innovation;the fifth is that the textbook knowledge itself is difficult to grasp;the sixth is that the evaluation method of the human-land coordination concept is not sound enough.In the fourth part,through the questionnaire survey of students,the following problems are found: First,the degree of emphasis on the coordination between the high school students and the degree of mastery is imbalanced;secondly,the overall level of coordination between the people and the land is large,and the level of resources and population of high school students are relatively high.Higher,the level of environment,ecology and development is lower;thirdly,the coordination of people and land is significant,and the differences between regions are significant;fourth,the coordination of school and land coordination is not in place;fifth,lack of practical activities.In addition,using SPSS software to make Pearson related findings on five kinds of human-land coordination concepts,resource view and population view are significantly positively correlated,ecological outlook and environmental outlook are significantly positively correlated,and development view is negatively correlated with environmental outlook.The fifth part puts forward suggestions on the optimization of the coordination concept of human and land from four aspects: teacher teaching strategy,student learning strategy,in-class training strategy and extracurricular practice strategy.On the basis of this,the teaching design of "the evolution of human-land relationship thought" is made.A case study of “Using colorful geographical festivals to cultivate a harmonious development concept between people and geographical environment for high school students”.