Research On The Application Of Learning Progressions In Geography Teaching In Senior High School

Learning progressions is a step-by-step learning path from the initial level to the final level for students to recognize the core knowledge of the same subject,and it is one of the hotspots of current international education research.However,there are few studies on learning progressions in the field of secondary geography education in China.Learning progressions is conducive to promoting the consistency of curriculum standards,teaching and evaluation,and changing the current situation of scattered knowledge points lacking integrity.Therefore,learning progressions provides new ways for solving the problem of extensive and unsophisticated knowledge of geography,which enriches the theoretical and practical research of learning progressions in geography and helps students to understand their own learning and promotes cognitive structure.The formation also helps teachers to scientifically and accurately evaluate the teaching achievements.This study mainly employs the questionnaire survey and statistical analysis to investigate the current situation of students from Gezhi middle school and teachers from Fuzhou high school in the application of learning progressions in high school geography teaching.On this basis,through the analysis of curriculum standards and textbooks at home and abroad,the "water on the earth" is divided into four major variables: �water cycle�,�seawater movement�,�river recharge� and �sustainable development of water resources�.According to the evaluation of thinking structure,an learning progressions framework of "water on the earth" is constructed,and evaluation tools(test papers)with certain reliability and validity are developed.The test paper is sent to the first and second grade of senior high school for empirical research.It is found that there is a gap between the ideal and the actual level.In view of the gap,the corresponding teaching strategies are put forward,including integrating knowledge and conceptual teaching;understanding the learning situation and positioning the starting point;creating situation and progressing smoothly;cooperative inquiry and expanding thinking;multifaceted evaluations and enhancing literacy;using progressions and optimizing teaching.This study hopes to provide some reference for geography teachers' teaching and related research.