The Practice Research Of Thematic Marine Learning Progressions Based Of SOLO Classification Theory

In recent years,learning progressions have been very popular in the field of education research abroad.Domestic scholars mainly focus on the study of learning progressions in science education,and there are relatively few studies related to geography education.At present,China is carrying out a new round of education reform centering on the core quality,which requires the realization of the consistency of curriculum standards,teaching and evaluation.And it's very consistent with the goal of learning progressions.However,the survey shows that a considearable number of people are short of marine knowledge,vague in concept and weak in marine consciousness.Therefore,this research chooses the “Ocean” module to carry out the study of learning progressions.This study first analyzes the geographical curriculum standards and textbooks of different sections and versions,sorts out the concepts that students need to understand in depth when learning the “ Ocean” module,and form a concept base.Then,through consulting experts and first-line teachers,seven core concepts including “movement of the sea”,“sea-air interaction”,“seabed and coastal topography”,“ocean resources development”,“marine disaster prevention”,“marine environment protection”,and “marine rights and interests” are determined.And based on the solo classification theory,the theoretical model of learning progressions of these core concepts are designed.In addition,this study also developed a tool to measure the cognitive level of core concepts matching with the advanced framework,and used the tool to conduct a test on 200 students from Y middle school in Zhejiang Province,to verify and revise the learning progression model of the core concepts in “Ocean” module.Finally,according to the advanced thinking path reflected by the learning progression model,the concept advanced teaching of core concepts such as “sea-air interaction” and “ocean(space)resource development” is carried out,and the effect of the teaching model is tested by comparative experiment.The results show that when middle school students learn the “Ocean” module,the cognitve structure level of the core concepts follows the progressive path from single point structure to multipoint structure,and then to related structure and extended abstract structure.The students of Y middle school in Zhejiang Province have a low level of cognition of the core concepts in "ocean" module,and the number of students with related structure and extended abstract structure is relatively small.At the same time,there are some deviations between the learning path of some core concepts and the preset theoretical model.For example,students' cognition of the core concept "marine rights and interests" is significantly lower than the standard in the preset framework.In addition,the experimental students who adopt the concepts advanced teaching mode have higher cognitive level of core concepts than those in the control class under the traditional teaching mode.In this study,a learning progression model of core concepts is constructed to grasp students' thinking progression path more accurately in the process of learning “Ocean” module.At the same time,the study puts forward the concepts advanced teaching mode in the field of geography teaching in middle school,in order to make a beneficial exploration for the integration of theoretical research on learning progression of concept and teaching practice...