Research On The Comprehensive Thinking Of Geographical Core Literacy Based On Learning Progression

After the introduction of the latest edition of senior high school geography curriculum standard in 2017,the majority of geographers began to pay attention to the "core quality of geography" and committed to the reform of geography education."Comprehensive thinking" is not only one of the important elements in the core quality of geography,but also an important way of thinking.This way of thinking can cultivate students' logical,comprehensive and systematic thinking.In the process of cultivating comprehensive thinking,students' ability of Geographical Practice and regional cognition can be improved.Through comprehensive and dialectical analysis of the evolution of time and space in a specific region,the concept of harmonious development of human and land can be permeated.At present,the core content of the college entrance examination evaluation system is "one core,four layers and four wings",among which three directions are: the analysis of geographical things is comprehensive;theoretical knowledge can be applied to practical life;innovative thinking mode.The content of the examination requires a high level of students' comprehensive thinking.Therefore,in the process of teaching,help students to build a comprehensive thinking mode,systematize and integrate knowledge,and improve their comprehensive thinking ability.learning progression refers to the advancement of students' learning process to the target level.The theme content is divided into different dimensions,the goal level of different dimensions is formulated,and the advanced process is designed to enable students to achieve the goal level step by step.The starting point of learning progression is the basic knowledge level and thinking mode of students.Various teaching methods are adopted to visualize,deepen and systematize the scatteredgeographical knowledge thinking.Applying learning progression theory to geography teaching in senior high school can cultivate students' comprehensive thinking ability.In this study,the concept of advanced learning,through the use of pre research,literature reading and other methods,to understand the relevant concepts and research status,through the questionnaire survey of teachers and students to analyze the current situation of advanced learning theory on the cultivation of comprehensive thinking ability;then based on theoretical knowledge and practical data to demonstrate the effectiveness of learning progression theory on improving students' comprehensive thinking,and put forward the cultivation of comprehensive thinking Strategy.There are four parts in this study.The main content of the introduction part of the first part is the current research situation and problem summary of comprehensive thinking and advanced learning,and then the research problems of this article are determined and the technical roadmap is formulated.The second part is the main part,through the questionnaire to understand the current high school geography teachers 'understanding and implementation status of learning progression;students' comprehensive thinking level and cognition of learning progression.The questionnaire survey shows that many teachers can clarify the importance of comprehensive thinking training,but in the teaching process,the implementation of comprehensive thinking ability needs to be strengthened.High school geography teachers lack the focus on the latest education research and lack of understanding of learning advancement.They rarely apply learning advancement to geography teaching in geography teaching.The main problems of students in the learning process are: the low degree of flexible use of knowledge,the lack of systematic thinking in knowledge points,and the poor ability of comprehensive analysis and thinking.A complete set of instructional design process was developed from this;then,under the two different teaching modes of traditional teaching and advanced learning,the status of students' comprehensive thinking level and test scores were analyzed,and the effectiveness of advanced learning in cultivating geographical comprehensive thinking was compared and demonstrated Sex.The experimental results show that with the help of advanced learning theory and targeted design of teaching links,students' geographic learning efficiency,geographic informationintegration ability and critical innovation ability can be improved,and their comprehensive thinking ability has been improved.The third part is based on the learning progression mode,enumerating specific instructional design and instructional fragments,taking specific classroom teaching practice as the main content,and designing advanced learning cases to cultivate comprehensive thinking.So as to draw relevant conclusions,and based on the questionnaires and problems in the teaching process,learn and discuss with other geography teachers and put forward strategies for improvement.The fourth part is a summary and outlook,reflecting on the deficiencies of this study.The implementation suggestions and reference materials of learning progression are relatively few,and the application in geography teaching is not deep enough.The author will continue to study the level division and detection of advanced level,and improve the development based on empirical research.