Teaching Diagnosis And Improvement Strategies Of Physical Geography Process In Senior High School From The Perspective Of Quality Integration

As one of the important components of the core literacy development system for high school students,and as one of the important supports for the fundamental task of establishing moral education,the core literacy of geography has attracted much attention from the academic community in recent years.However,some front-line teachers currently have the problem of fragmenting core literacy in their teaching,which hinders the integrated cultivation of core literacy.The content of physical geographic processes is characterized by more rational knowledge and more logic.It is ideally suited to nurturing students’ core literacies through the lens of literacy integration.Therefore,based on the clarification of the teaching value and teaching ideas of ‘natural geography process from the perspective of literacy integration’,the thesis constructs a teaching diagnostic scale to diagnose the actual situation of geography teachers’ implementation of literacy cultivation in teaching natural geography process.This thesis focuses on sorting out the knowledge structure and characteristics of physical geographic processes in high school geography.On this basis,the initial construction of the scale,expert consultation,and revision and application were carried out.Based on the relevant literature,the ideas of geographers’ research are sorted out and referred to,and the ideas of teaching physical geography process from the perspective of subject competence are refined as:to integrate spatial and temporal perspectives in summarizing geographical processes;to connect geographical elements in extracting causal mechanisms;to clarify geographical meanings in grasping symbolic features;to integrate geographical concepts in sorting out process effects.Then,primary indicators were constructed and secondary indicators were screened,they describe the optimal level criteria.A diagnostic scale for teaching natural geography processes from a literacy integration perspective was initially constructed.Subsequently,expert consultation and reliability and validity tests were conducted,and a diagnostic scale consisting of four primary indicators,eight secondary indicators,and eight best level performance criteria was finally constructed.For the application of the scale,twelve representative classroom teaching cases were selected for this study.A typical case is also selected in the teaching video to demonstrate the application of the scale.Through statistical analysis of the data from the diagnostic results,four factors were found to influence teachers’ teaching of high school physical geography processes in the perspective of literacy integration: Influenced by the content of teaching,the thinking of spacial-temporal reasoning is low;influenced by the evaluation mode,teaching is limited to the causes themselves;influenced by the teaching perspective,teaching ignores the iconic features;influenced by the thinking stereotype,easy to ignore other geographical concepts.Finally,the thesis proposes four teaching improvement strategies and illustrates them with case clips of instructional design: draw schematic sketches to internalize spatial and temporal perspectives;highlight key elements to interpret regional characteristics;use map resources to perceive process effects;create realistic situations to integrate disciplinary concepts.