Advanced Research On The "human-land Relationship" Learning Of High School Students Based On SOLO Classification Theory

Learning progression refers to the degree to which an individual learns a certain core concept,a certain skill,a certain ability or a certain practical activity within a certain period of time.It has been a research hotpot to apply learning progression to the study of the core concepts,key abilities,and core literacy of various disciplines in recent years.Based on SOLO(Structure of The Observed Learning Outcome observable learning result theory)classification theory,the learning progression of the concept of "Human-land relationship" is an in-depth study of the learning progression of the core concepts of geography.Combining visualized behavioral results with learning progression is a new attempt for learning progression study in geography.The main contents and conclusions of this study are as follows.First,this research uses the content analysis method to sort out the framework of the concept of "Human-land relationship".Three sub-concepts of "Human-land relationship" were determined with reference to the curriculum standards and textbook content: "Geographic environment's impact on people","Human activity's impact on the geographical environment","Human-land coordination".By combing the contents of the three sub-concepts,a pedigree of "Human-land relationship" is drawn.According to the constituent elements of the sub-concepts,the three sub-concepts are subdivided in terms of influence path and influence result.Secondly,the literature analysis method is used to construct a reasonable "Human-land relationship" learning progression level framework.According to the level requirements of SOLO classification theory and learning progression theory,determine the starting point and end point of learning progression,draw the progress path of learning progression cognitive level.Then completed the construction of the learning progression preset level framework for learning the three sub-concepts of "Human-land relationship".The original preset learning progression was revised according to the student test results,and the revised learning progression framework was more scientific and reasonable.Then,the questionnaire test method was used to investigate the learning effect and cognitive situation of high school students' concept of "Human-land relationship".The test results show that after the concept learning is completed,the students' progress level is different from the expected level.High school students already have abstract logical thinking and can reason,use,and predict propositions and hypotheses.Therefore,this study presupposes that most students' cognitive level of concepts will reach at least the level of relational after learning concepts.Half of the students can reach the level of extended abstract.However,the test results prove that most students can reach the level of relational,but the achievement rate of the extended abstract is low.The test results show that the students can summarize and logically answer the relevant content of the concept in the core concept learning,but the application in the specific situation is not yet proficient.Finally,this study uses the literature analysis method and case analysis method to construct a geography instructional design model and compiles instructional design based on learning progression.In order to promote the promotion and application of learning progression in geography teaching,this study selects the most familiar teaching design for teachers as a breakthrough.Based on learning progression and the ADDIE teaching model,a five-segment geographic teaching design model is established.Selecting the more representative chapter "Environment and Development" in Geography 2,and relying on the Hunan Education Press Geography textbook,we developed an instructional design based on learning progression.