基于地理核心素养培养的高中地理实践活动设计——以校园植物调查为例

Design of High School Geography Practical Activities Based on the Cultivation of Geographical Core Literacy—A Case Study of Campus Plant Survey

摘要: 在地理核心素养逐步落地的高中地理教学背景下，校园因地理要素较为完整、活动安全易组织，成为开展常态化地理实践活动的适宜场所，其中校园植物与光照、地形、土壤等地理要素关联紧密，是衔接课堂知识与实地探究的有效载体。文章以地理核心素养培养为导向，以校园植物调查为实践载体，以建构主义、杜威“做中学”、项目式学习理论为支撑，构建涵盖“目标–准备–实施–成果–评价”五个环节的完整实践框架，将区域认知、综合思维、人地协调观与地理实践力四大素养的培养路径系统融入活动各环节。同时建立过程性评价与成果性评价相结合的多元评价体系，将素养发展纳入评价维度。本设计力求结构清晰、便于操作，将植物识别软件与在线地理信息工具融入调查全程，可为高中地理教师开展常态化实践教学提供参考。

Abstract: Against the backdrop of progressive implementation of geographical core literacy in high school geography education, the campus has emerged as an ideal setting for routine geographical practice activities. Campus plants are closely associated with geographical elements such as light, terrain and soil, serving as an effective carrier for bridging classroom knowledge and field inquiry. Guided by the cultivation of geographical core literacy and grounded in constructivism, Dewey’s “learning by doing” and project-based learning, this study constructs a five-phase practical activity framework: goal setting, pre-class preparation, practical inquiry, outcome production and comprehensive evaluation. The four core competencies-regional cognition, integrated thinking, the concept of human-land coordination, and geographical practical competence-are systematically embedded throughout each phase. A multiple evaluation system integrating process-oriented and outcome-oriented assessment is further established, incorporating competency development as an evaluation dimension. The proposed framework is intended to be clear in structure and convenient to implement. By integrating plant identification applications and digital mapping tools into the survey process, it offers a reference for high school geography teachers seeking to carry out routine practice-based teaching and to design similar campus-based geographical inquiry activities.