Research On The Connection Strategy Of Regional Geography Teaching In Junior High School And High Schoo

For a long time,the teaching of geography in junior and senior high schools has implemented relatively independent curriculum standards,teachers had insufficient communication with each other in actual teaching,and insufficient attention was paid to the articulation of students’ learning progression,which to a certain extent affects the teaching quality of basic geography education.Regional geography was an important part of the geography teaching system in junior and senior high schools,and a good teaching connection was conducive to the initial cultivation and steady improvement of geographic literacy of secondary school students.In particular,the Curriculum Standards for General High School Geography 2017(Edition)required to develop students’ regional cognitive literacy,and the effective teaching of regional geography in junior and senior high schools was an important way to cultivate this literacy among students.Therefore,it was important to explore how junior and senior high school geography teachers articulate regional geography teaching.Based on the definition of the concept and connotation of regional geography teaching interface and the definition of related theories,this study proposed a framework for the interface between junior and senior high school regional geography teaching,and then compared and analyzed the teaching materials and teaching process of junior and senior high school regional geography;based on the conclusions of the comparative analysis,a questionnaire was designed and a survey was conducted on the current situation of the interface between junior and senior high school regional geography teaching.Based on the conclusions of the comparative analysis,we designed a questionnaire and conducted a survey on the current situation of the regional geography teaching interface between junior and senior high schools,summarized the difficulties of the regional geography teaching interface,proposed corresponding improvement strategies,and conducted a teaching case design.The main conclusions are as follows.1.The teaching of regional geography should start from the dimensions of regional division,regional comparison,regional synthesis and regional evaluation,and realize the articulation of regional geography teaching in junior and senior high schools from the aspects of teaching goal formulation,teaching method selection,teaching content arrangement and teaching evaluation transformation.Based on the comparative analysis of the teaching process of regional geography in junior and senior high school,it was concluded that: the teaching objectives of junior high and high school were both different and closely related;the teaching objectives of junior high school emphasized the learning of knowledge,while those of high school focused on the cultivation of students’ analysis and problem-solving ability;the teaching methods of junior and senior high school will change with the changes of teaching contents;there were big differences in the knowledge and cognitive level of junior and senior high school students;the teaching evaluation of junior and senior high school teachers The teaching methods of junior and senior high schools were not sufficiently connected.Comparing junior and senior high school regional geography textbooks,we found that: junior and senior high school regional geography knowledge had strong continuity and was hierarchical and articulated;senior high school regional geography knowledge emphasized principle explanation based on junior high school knowledge and was more systematic;activities in junior and senior high school regional geography textbooks help improve students’ regional cognitive literacy and can be used as an important link in teaching articulation.2.The conclusions obtained from the questionnaire survey.As for teachers,there was insufficient communication between junior and senior high school geography teachers,the teaching of regional geography in junior high school was based on regional division and regional comparison,while the teaching of regional geography in senior high school was based on regional synthesis,and the focus of regional geography teaching in junior and senior high school was not connected;as for students,junior and senior high school students had different methods of learning regional geography and different degrees of mastering regional geography knowledge.As a result,the lack of communication between junior and senior high school geography teachers,the lack of regional geography teaching content convergence and the lack of teaching process convergence were the main difficulties in the realization of regional geography teaching convergence between junior and senior high school.3.Based on the framework of the articulation of regional geography teaching in junior and senior high schools,the articulation strategy was proposed for the difficult points of articulation.Teachers should strengthen communication and establish a scientific and unified teaching concept of regional geography,and do a good job of bridging the teaching process in terms of teaching objectives,teaching methods,and teaching evaluation.As for students,they should guide students to optimize regional geography learning methods;strengthen training and cultivate students’ ability of map reading and analysis and spatial perception;stimulate students’ interest in learning,encourage active investigation,and achieve fundamental improvement of regional geography learning skills and regional cognitive literacy.