Research On The Current Situation And Teaching Strategies Of Human-land Coordination View In Senior High School Geography Teaching

In the context of deepening education reform,and to meet the new needs of cultivating comprehensive talents and improving civic literacy in the new era,the 2017 edition of the New Curriculum was born,and proposes four core literacies,of which the concept of human-land coordination is a requisite part.Therefore,it is particularly urgent to analyse the current situation of cultivating the concept of human-land coordination and the difficulties in teaching the concept of human-territorial coordination in secondary schools,and explore new paths for cultivating the concept of human-territorial coordination,and practise teaching strategies for human-territorial coordination.This paper adopts the literature method,the questionnaire method and the qualitative research method.Through the literature analysis,the current status of research on the concept of human-land coordination at home and abroad will be identified,and the content and methods of research will be clarified;relevant concepts are defined,with particular emphasis on the understanding of the horizontal and vertical dimensions of the concept of human-land coordination,in the hope of guiding research and practice in a superior way.Through the analysis of questionnaires and interviews,the current situation and difficulties in the development of the horizontal and vertical dimensions of the concept of human-land coordination will be identified.With regard to the development of the horizontal dimension of human-land coordination,students mainly revealed that:(1)the level of awareness of the three dimensions of "human to land","land to human" and "human-land coordination" is high,but there are still differences within the three dimensions;(2)they do not have a deep understanding of the concept of development in the concept of human-land coordination;(3)they are weak in philosophical thinking about the concept of human-land coordination;(4)they deliberately avoid contradictions when dealing with specific horizontal relationships.The difficulties in cultivating the horizontal dimension of the concept of human-land coordination are mainly focused on the cultivation of knowledge of the concept of human-land coordination,the cultivation and sublimation of disciplinary concepts and disciplinary spirit such as the holistic view and the environmental view.And for students,building the requisite stock of knowledge and motivating learning are the difficulties that limit the cultivation of the concept of human-land coordination.In terms of cultivating the vertical dimension of human-land coordination,students mainly show that:(1)they have some vertical knowledge of human-land coordination;(2)vertical knowledge plays an important role in the cultivation of human-land coordination;(3)there is a mismatch between human-land coordination thinking and vertical knowledge.The difficulties in the development of the vertical dimension of human-land perspective are mainly focused on the development of students' logical thinking,hands-on practice,identification of regional differences and the resolution of specific contradictions,while the development of students' own knowledge base and the development of disciplinary spirit are also difficulties in the development of the human-land perspective.Based on the above-mentioned training situation and teaching difficulties,the author forms a "butterfly model" of "one core,one body,two wings,one guide and one prospect" based on the above strategies,and giving concrete and feasible The Butterfly Model,and proposes the following teaching strategies:(1)constructing a knowledge cluster of human-land coordination with the general concept as the core;(2)analyzing teaching cases of human-land coordination with local life as the main focus;(3)carrying out teaching practices of human-land coordination in the form of research activities;(4)conducting comparative analysis of human-land coordination with regional differences;(5)creating teaching situations of human-land coordination with value conflicts as the guide;(6)cultivating a way of thinking of humanland coordination with the subject concept as the guide;(7)exploring the direction of human-land coordination with labour education as the main focus.Cultivating a harmonious way of thinking about people and places guided by disciplinary concepts;Exploring the direction of educating people and places with labour education as the mainstay.based on the above-mentioned strategies,providing concrete and feasible teaching examples to guide the practical implementation of the cultivation of the concept of human-territorial coordination,thereby enhancing students' quality of human-territorial coordination.