A Study On Regional Geography Teaching Strategies In Senior High School Based On Learning Progressions

Learning Progressions is a hot topic in international education reform,and this concept has been applied in geography in recent years,but there are few studies on high school regional geography in the field of Learning Progressions research.In order to help students establish a detailed core concept system and guide front-line teachers to build a "less is more" regional geography curriculum in a limited teaching time,this paper identifies high school regional geography as the research object and adopts literature research method,classroom observation method,interview method and other research methods to determine the following research contents: In the basic research stage,to grasp the whole picture of the relevant field by combing the research results at home and abroad,and on the basis of this research,to interpret the relevant concepts and elaborate the theoretical basis supporting the research.In the core research stage,the research is conducted by going into the first-line high school regional geography classroom to obtain empirical data and then construct the teaching strategies of high school regional geography from the perspective of Learning Progressions;in the application research stage,we collaborated with front-line teachers to carry out teaching practices and reflections on teaching high school regional geography from the perspective of Learning Progressions,and discussed the application value of this concept in the areas of geography curriculum design,teaching practice,and teaching evaluation.The study found that Learning Progressions is the key to linking curriculum,teaching and evaluation,and can realize the progression of all three together.Firstly,for the curriculum design,the selection of subject core concepts promotes the consistency of the geography curriculum across different levels,and the division of progressive achievement levels realizes the coherence of the geography curriculum,which deepens the correlation between the content system of the high school regional curriculum and students' cognitive achievement levels.Secondly,in terms of teaching practice,the powerful integration and explanation ability of the core concept system of "region" is used to organize the teaching contents,which effectively improves the current situation of fragmented knowledge and weak transfer ability of students,and at the same time,by optimizing the combination of teaching objectives,teaching process and other elements,and formulating scientific teaching strategies for the progression of high school regional geography learning,the problem of the lack of systematic and process-oriented teaching process is solved.Finally,for the teaching evaluation,the teaching evaluation developed based on the concept of Learning Progressions focuses on the progression of students' thinking and cognition,and constructs content standards for diagnosing thinking and cognition based on this,so as to understand what students have learned and what teachers should teach next through the evaluation results.