The Teaching Connection And Learning Progression Of The Research Of “Geography Compulsory 1” And “Optional Compulsory 1” In Senior School

Under the background of the proposal of new curriculum standards,the use of new teaching materials and the promotion of the new college entrance examination model,“Geography Compulsory 1”(GC1)and “Optional Compulsory 1”(OC1)course modules share the high school physical geography knowledge content.It is necessary to connect and progress,because of the implementing requirements of "Curriculum Standards",being close to the gradual law of students’ learning,and meeting the evaluation requirements of college entrance examination.And the GC1 and OC1 knowledge logic makes it feasible to connect and progress.So based on the theoretical guidance of system theory,constructivism theory,zone of proximal development theory,relevance theory and structuralism theory,this paper carries out the Connection and Progression exploration of of GC1 and OC1 curriculum module.It aims to help teachers better carry out the effective teaching of the two modules,promote students to build a systematic natural geography knowledge system,and promote the formation of students’ Geography core literacy.Firstly,by using the questionnaire survey method to investigate the implementation status of teaching and learning of GC1 and OC1 in senior high school,this study finds that:(1)"On Teaching" : at present,the teachers who use the new teaching materials support the connection and upgrading of the two modules,but the awareness of connecting GC1 and OC1 is relatively weak,the research on the upgrading of students’ core literacy is superficial,and the connection methods need to be improved.(2)"On Teaching" : most of the students who are studying OC1 have the awareness of connecting the contents of the two modules,but there are some obstacles in it;students’ comprehensive thinking level is at different levels in different dimensions,but it does’ t reach the target level of geography discipline literacy of OC1.Before analyzing how to connect and advance the modules of GC1 and OC1,this study combs the differences and connections between the two modules from the different positioning of the curriculum standards and the logic of natural geography.Based on this,this paper explores the "teaching connection" from the knowledge content level of GC1 and OC1,and combs the connection points between GC1 and OC1:(1)OC1’s learning of "the movement of the earth" is based on GC1’s learning of "the cosmic environment of the earth";(2)The knowledge content of "landform" in OC1 is closely related to "the evolution of the earth,the structure of the sphere and the types of landform" in GC1;(3)The learning of "knowledge of atmospheric elements" in OC1 is connected with the learning of "vertical stratification of atmosphere,principle of thermal circulation,horizontal movement of atmosphere" in GC1;(4)The knowledge content related to water elements learned in OC1 is connected with "the nature and movement of water cycle and seawater" in GC1;(5)"the integrity of the natural environment and the law of regional distribution" in OC1 is related to the contents of multiple chapters of GC1.Meanwhile,taking "comprehensive thinking" as an example,this study explores "Learning Progression" from the level of Geographical Core Literacy,and combs the four advanced achievement levels from the three dimensions of factor integration,space-time integration and local integration.And combining with the specific knowledge content of GC1 and OC1 to discusses the corresponding learning performance.Finally,based on the previous investigation and theoretical research,the applied research is carried out.According to the characteristics of curriculum standards,students’ learning situation and high school geography knowledge,it is pointed out that the connection and progression of GC1 and OC1 teaching should follow the teaching principles of curriculum standard standard,systematicness and gradualness.Put forward the teaching measures of connection and advancement: pay attention to the connection and advanced guidance of students,grasp the positioning and requirements of the two modules as a whole,understand students’ learning situation,advance step by step,diversify advanced teaching methods,guide students to construct knowledge logic,pay attention to evaluation and reflection,etc.In addition,the teaching design process of "Analyze the connection point → preset learning progression → design procedure →evaluation and reflection" is refined.And design the teaching case "ocean current" for further interpretation.