Case Study Of Human-place Coordination View Of Geography In High School Based On Learning Progression

The newly revised Geography Curriculum Standards for Ordinary Senior High Schools(2017 edition)requires schools(teachers and families)to pay attention to the improvement and all-round development of students’ literacy.Learning progression can promote the continuous development of students’ cognitive process,and teaching practice plays a key role in the construction of learning progression.Therefore,it is necessary and feasible to introduce the theory of learning progression into teaching practice.As the most basic value concept,the human-land coordination concept runs through the learning of geography courses in senior high schools,but its concrete implementation is not optimistic.This study attempts to combine learning progression with teaching case design,in order to gradually strengthen students’ understanding of man-earth relationship through the goals and requirements of each level of learning progression,help students to achieve the advancement from low to high,achieve the improvement of literacy and achieve comprehensive development.In this study,questionnaire survey and interview were used to investigate the current situation of the cultivation of human-place coordination view in senior high schools.Most of the teachers’ training methods are traditional and single,lacking the guidance of highly operable teaching theories and methods,thus causing problems such as poor implementation of literacy requirements.To solve the above problems,firstly,based on the learning progression theory,under the guidance of pedagogical theories such as zone of Proximal development,deep learning,constructivism and spiral curriculum,and referring to ADDIE general teaching design model and scientific teaching design model based on learning progression,Combined with the characteristics of geography,four steps of teaching case design based on learning progress including overall analysis,path design,process design,evaluation and reflection are worked out.Second,using content analysis,the concept of new curriculum standard middleman to coordinate literacy levels and demands of the hunan version of ordinary high school geography textbooks(2019 edition)involved in the coordination concept generalizes the content of population and land,and the concept of people to coordinate the three aspects respectively,determination of the starting point and end point,and construction of advanced framework,for students to build advanced step by step ladder;Finally,using the case design method,according to the steps of teaching case design formulated in the first two steps and the framework of learning progression,selected "Population Distribution" and "Comprehensive Management of ecologically fragile Areas" for teaching design based on learning progression;The relationship and the sustainable development of person selected to design the section in general case,enrich the learning under the guidance of advanced view to coordinate teaching design case,and in the case of design set the detail level evaluation standard,thus probe based on the case of learning advanced design can promote students’ literacy in high school geography view to coordinate effective implementation in the classroom.