Research On The Cultivation Of Man-land Harmony View Of Geography In Senior High School Based On The History Of Geography Thought

Geography Curriculum Standards for Ordinary Senior High Schools(2017 edition,revised in 2020)emphasizes that the teaching content of geography courses should reflect the essence of geography and reflect the basic ideas and methods of geography.The history of geographical thought is a historical clue that summarizes the concepts,viewpoints,theories,methods and other academic thoughts of different geographical schools and their social influence.Through the study and understanding of the history of geographical thought,we can have a deeper cognition and understanding of the nature and content of geography,which is closely related to the cultivation of the core literacy of geography required by the new curriculum standard.Therefore,this study took the freshman edition of senior high school geography compulsory course 1 as an example to study the cultivation of man-land coordination view in senior high school geography by the history of geographical thought,and put forward the teaching strategy of the cultivation of man-land coordination view by the history of geographical thought and carried out the empirical research.Based on literature reading and related monographs,taking the history of geographical thought as the carrier,this study interpreted the development and connotation of man-land coordination view from the perspectives of man-land relationship,regional perspective,comprehensive perspective and the development of science and technology.Combined with the characteristics of geography teaching in senior high school and referred to the LICC classroom observation model,the class observation table of geography thought history was designed from the three observation elements of classroom teaching,curriculum objectives and classroom culture,and the class observation was made for the senior one of the practice school.The results showed that there are differences in the proportion of the application of geographical thought history in classroom teaching,which was mainly had reflected in the teaching of human-land relationship and regional development.However,teachers’ cultivation of man-land coordination concept closely related to regional characteristics and the application of geographic information technology needed to be optimized.In addition,this study conducted interviews with teachers on their cognition and understanding of cultivating man-land harmonious view in the history of geographical thought,and conducted qualitative analysis using NVivo11 processing software.The interview results showed that the teachers were optimistic about the teaching method of cultivating man-land harmonious view in the history of geographical thought,.At the same time,it was also had believed that the teaching mode of cultivating man-land harmonious view in the history of geographical thought needs further exploration.Based on the analysis results of classroom observation and teacher interviews,the study combined with geography basic perspective of intellectual history and put forward the scientific nature,thoughtful,inspiring and developmental teaching principle.The teaching strategies based on the history of geographical thought to cultivate the man-land harmonious view were also put forward.The strategies include :(1)Understand man-land relationship from historical thinking;(2)To explore man-land relationship based on regional cognitive development;(3)Deepen the coordination between man and land by combining factor research process;(4)Expanding the cognition of man-land relationship through the medium of science and technology development.Based on the teaching strategies proposed above,in this study,the course "Observation of Landforms",a compulsory course of senior high school geography in the new education edition,was taken as an empirical case to conduct teaching design.And the performance evaluation scale and analytical gauge were developed with the students’ research results as the teaching feedback,in order to enrich the research on the history of geographical thought and geography teaching and provide reference for the teaching method of applying the history of geographical thought in high school geography teaching.