Lianyuan No. 1 High School in Hunan organised a geography lesson into four stages: introduction, inquiry, knowledge building and application. Online questionnaires, animations and demonstrations connected preparation, classroom discussion and follow-up work.
“Internet + Education” enhances the innovation of the “Three Main and Four Circles” teaching model – A teaching case for Xiangjiao Edition’s Compulsory Geography Course 1: “Erosion Landforms due to Water Flow”
Hunan Province Lianyuan No.1 Middle School
Abstract:This case uses the teaching content of “Stream Erosion Landforms” in the first compulsory course of the Xiangjiao Education Edition. By leveraging the “Internet + Education” platform, various geographical tools and digital technology resources are integrated into the teaching method of “Three Main Elements and Four Circles”. This approach aims to develop students’ core geographical competencies. Following the principle of “teaching as the guide, practice as the main focus, and students as the main actors”, four stages—context introduction, inquiry-based learning, knowledge construction, and competency enhancement—are employed to design various teaching activities. These activities help improve students’ geographical practical skills, comprehensive thinking abilities, and their understanding of the balance between humans and the environment. Tools such as Questionnaire Star, Class Optimization Master, and XEVO Whiteboard are used to ensure efficient teaching throughout the entire process: pre-class research, in-class interaction, and post-class extension. Through experiments, case analyses, and dynamic diagram presentations, abstract knowledge is made more intuitive, thereby stimulating students’ interest and enhancing their participation and teaching efficiency. In the future, further improvements will be made in the integration of technology and resources, enabling a deeper integration of information technology and geography teaching, and thus contributing to the improvement of teaching quality.
1. Classroom teaching analysis
(1) Analysis of teaching materials
This case study uses the topic of “Stream erosion landforms” from the first compulsory module of high school geography in the Hunan Education Press edition as its teaching content. It focuses on explaining the three forms of stream erosion: headwater erosion, downcutting, and lateral erosion, as well as their impact on the surface topography. Given that the “Basic Physical Geography” module will provide in-depth explanations, this lesson is designed as a basic course. Its purpose is to help students identify the types of stream erosion landforms, understand their morphological characteristics, analyze their causes, and understand the relationship between landforms and human activities. By introducing four typical landform features and their formation processes—river sources, canyons, terraces, and meandering—this lesson helps students understand the mechanisms by which stream erosion shapes the surface topography, thereby laying the foundation for further study of river deposition landforms and wind-formed landforms.
(2) Analysis of students’ learning situation
Students have gained some understanding of rivers through middle school studies, and they also have a basic knowledge of fluvial landforms. However, their ability to analyze in depth the effects of water flow on the surface topography is insufficient. Students in the first year of high school have limited experience and poor observation skills; their knowledge base is not extensive enough, and their capacity to analyze complex issues requires improvement. Teachers need to use visual and textual materials to guide their learning.
(3) Teaching objectives
1. Regional cognition: Taking the Yangtze River basin as an example, it is possible to analyze the formation, characteristics, and causes of the erosion landforms in different sections of the river, as well as to understand the relationship between these formations and the regional environment.
2. Comprehensive thinking: By using typical cases, it is possible to analyze the formation mechanism of stream erosion landforms and their interactions with the regional natural environment from a holistic perspective.
3. Geographical Practice Ability: Through geographical simulation experiments, the dynamic processes involved in the formation of fluvial landforms are described, thereby fostering a scientific mindset that enables the solution of geographical problems through experiments.
4. The concept of harmonious coexistence between humans and nature: Understanding the interaction between human activities and the landforms caused by water erosion, and fostering the idea of sustainable development where humans and nature coexist in harmony.
(4) Teaching content
It mainly covers the types of fluvial erosion landforms (such as erosion along the source, downcutting, and lateral erosion-induced landforms), their causes, as well as the impacts of human activities. This includes the formation processes of river terraces and oxbow lakes, as well as analyses of erosion on the concave banks and deposition on the convex banks.
(5) Key points and difficulties in teaching
1. Key points of the lecture: The main types and causes of fluvial erosion landforms; The impact of fluvial erosion landforms on human activities.
2. Difficulties in teaching: Analysis of the formation process of river terraces and oxbow lakes; Analysis of erosion on the concave bank and deposition on the convex bank.
(6) Teaching methods and learning methods
1. Teaching methods: A combination of lecture methods, demonstration methods, discussion methods, and situational teaching methods is used, with the help of information technology in teaching.
2. Learning methods: autonomous learning, cooperative inquiry, and practical operation methods. Knowledge is acquired through observation, thinking, and discussion.
II. Teaching issues that need to be resolved
(1) Key points and difficulties in teaching
Utilize information technology to make the abstract concepts related to river erosion landforms more intuitive. For example, use animations to demonstrate the formation process of river terraces and oxbow lakes, thereby helping students understand these concepts better.
(2) Experimental teaching
By creating short video demonstrations of stream erosion experiments, students can observe the experimental process more clearly, and understand the types of stream erosion, the direction of erosion, and its impact on rivers.
(3) Application of new technologies and new resources
Use Wenjuanxing to conduct surveys on students’ learning situations; use Class Optimization Master to assign preview tasks; use Xiwu Whiteboard to display teaching content and play videos, thereby enhancing the interactivity and interest of teaching.
III. Approaches and methods to solve problems
(1) Teaching approaches
In the context of “Internet + Education”, this case study adopts a “three-main, four-loop” inquiry-based teaching model as its core framework. It is closely aligned with the “General High School Geography Curriculum Standards (2017 edition, revised in 2020)”. The primary goal is to develop students’ core geographical competencies; the aim is to address the key and difficult aspects in the teaching of landforms caused by water erosion.
“Three Principles” emphasizes that “education should be the guiding factor, practice should be the main approach, and students should be the main subjects of learning.” Teachers play a significant role in guiding the process; they integrate various teaching resources, such as short videos, classical poems, study itineraries, dynamic diagrams, and simulation experiments, to create rich and realistic teaching environments. At the same time, practice serves as the main method for consolidating knowledge and improving abilities, running through the entire teaching process. Students, as the main subjects of learning, actively participate in the construction of knowledge under the guidance of teachers, giving full play to their initiative.
The four stages—“Context Introduction—Exploratory Learning—Knowledge Construction—Skill Development”—are interconnected and progress step by step. Together, they form a complete teaching process. The goal is to help students transform from being motivated by interest to internalizing knowledge, and then to improving their abilities, ultimately achieving the development of core geographical competencies.
Contextual introduction to stimulate interest: Using the Yangtze River basin as a context, short videos related to the Yangtze River are shown, and a roadmap for geographical research and exploration is presented. Ancient poems such as “The great river flows eastward; its waves wash away all those great figures of the past” are also included. This creates a rich learning environment, stimulates students’ interest in studying how water erodes the landscape, and guides them to identify problems from everyday geographical phenomena, thereby naturally introducing the new lesson.
Exploratory teaching methods to overcome difficulties: By using simulation experiments, dynamic diagrams, and case analyses, the abstract concept of stream erosion – including source erosion, downcutting, and lateral erosion – can be transformed into something that is easier to observe. For example, simulation experiments can demonstrate the differences in soil erosion caused by various water flow speeds and volumes, helping students understand the mechanisms of stream erosion and its impact on the surface topography. This approach helps overcome teaching challenges and helps students develop a proper mental model.
Knowledge construction and system formation: Use mind maps to organize knowledge structures. By referring to typical examples such as Hukouxia (which reflects the canyon formation due to erosion) and Jingjiang river sections (which reflect the river bends caused by lateral erosion), students can analyze the process of river erosion from a holistic perspective. Students are then encouraged to summarize on their own, thereby forming a complete knowledge system and acquiring the necessary knowledge.
Improvement of literacy and application in real situations: Through practice with college entrance examination questions, students’ understanding of knowledge and their ability to apply it can be assessed. At the same time, after-class exploration activities are arranged, such as having students analyze the erosion characteristics of local rivers, and guiding them to use the knowledge they have learned to solve practical problems. This helps develop students’ comprehensive thinking skills and geographical practical abilities, fosters a proper understanding of the balance between humans and the environment, and leads to a comprehensive improvement in the core geographical competencies.
(2) Technical requirements
Qianmu Xing: Used to design the questionnaire for “Flowing Water Erosion Landforms”. It enables efficient collection of student data, allowing for quick and effective research and analysis of student conditions, thereby providing a basis for setting teaching objectives.
Class Optimization Master: Prevents students from doing preparatory tasks in advance; enables real-time interaction and evaluation during class. It helps students develop self-learning habits and abilities, and enables them to strengthen their weak areas.
Siwo Whiteboard: It has the function of playing videos. It can display videos related to the Yangtze River and Tiger Leaping Gorge, as well as digital resources such as maps of geographical study practices, classical poems, pictures of various landscapes, and dynamic diagrams. This helps to recreate real-life scenarios in which knowledge is applied, thereby stimulating students’ interest in exploration. Additionally, by using its mind mapping function, it can present explanations of core geographical competencies and ideas for classroom teaching, helping students to organize their knowledge systems.
Mobile phones and iMovie technology: Conduct demonstration experiments on water erosion. Use iMovie technology to create short videos, and play them on Smartboard boards. This helps enrich geographical practice activities, make abstract knowledge more intuitive, and enhance students’ ability to engage in geographical practices.
Siwo multi-screen technology and timers: During the exam question practice sessions, this technology helps to display students’ thinking processes, thereby stimulating their learning enthusiasm. The countdown function focuses on students’ thoughts, thereby improving the quality of the classroom instruction.
(3) Resource requirements
Digital material resources include short videos about the Yangtze River, videos about “Hutiao Gorge”, diagrams showing the dynamic formation of “river terraces”, demonstration experiments on “erosion on the concave bank and deposition on the convex bank”, and demonstration videos of “Niuye Lake”. There are also maps and text materials related to the Tuo Tuo River and Jingjiang River. These resources create a variety of learning scenarios for students, thereby making abstract knowledge more tangible.
Renminbi background patterns: The background patterns of the 1990 version of 50 yuan banknotes, as well as those of the 2019 version of 10 yuan and 20 yuan banknotes, are used for after-class exploration. This helps students to combine knowledge with real-life phenomena, thereby enhancing their understanding and application of the knowledge.
Online search resources: Students can use tools such as Baidu to find images related to the Lian Shui River or rivers in their hometowns. This helps them understand the characteristics of the river channels and the reasons behind them, thereby expanding their learning opportunities and enhancing their thinking abilities.
IV. The process of classroom teaching implementation
This case takes “Exploring the Yangtze River through poetry” as the main theme of the research and study activity. Starting from the “Instructions for Research and Study,” various research and study points and scenarios are introduced. Each scenario corresponds to one or more inquiry questions. Through the “Three Main Elements and Four Circles” teaching process (scenario introduction, inquiry-based learning, knowledge construction, and skill improvement), and by using various teaching methods such as experiments, case analyses, dynamic diagrams, and links to real exam questions, students’ core geographical competencies and inquiry abilities are comprehensively enhanced. At the same time, by utilizing “Internet + Education” technology platforms (such as Xibo, Wenjuanxing, and Class Optimization Master), a full-process, efficient teaching approach is achieved: pre-class assessment, interactive inquiry during class, and post-class extension. This fully demonstrates the integration of information technology and geography teaching.
Below is a detailed description of the implementation process of teaching methods based on technology and resources.
(1) Pre-class preparation: Accurate design of student situation research and preview tasks
1. Student situation research
The teacher designed a questionnaire on “Erosion Landforms Caused by Water Flow”. The questionnaire was posted on the parent WeChat group through the Queniuxing platform. The content of the questionnaire focused on the students’ understanding and interests regarding erosion landforms caused by water flow. Using the data analysis function of Queniuxing, the teacher can quickly obtain information about the students’ learning situation, thereby providing a basis for adjusting teaching objectives and content. This reflects the teaching philosophy of “putting students at the center”.
Enabling effect: Questionnaire Star enables efficient and data-driven research on student learning situations, providing scientific support for the setting of teaching objectives and the development of core competencies.
2. Assignment of preview tasks
Using Class Optimization Master, self-study guidance plans are provided, and preview tasks are assigned to students. Students learn about the course content in advance based on these guidance plans, and they mark any points they have questions about. Class Optimization Master keeps track of the students’ preview progress in real time, which helps teachers to monitor students’ progress and help them develop good learning habits and abilities.
Enabling effects: The interactive and evaluation functions of Class Optimization Master help students develop self-directed learning abilities. At the same time, it provides teachers with real-time feedback, which facilitates the adjustment of teaching strategies.
(II) Classroom teaching: Deep integration of context-based introduction and inquiry-based learning
1. Context introduction
The teacher uses the Smartboard to play short videos of the Yangtze River, as well as display the research itinerary and ancient poems. Through these videos and poems, driving questions are posed: “What poems correspond to the photos taken from different locations? Briefly describe the characteristics of the landforms and analyze their formation processes.” This helps students pay attention to real-world geographical phenomena and stimulates their interest in exploration.
Enabling effect: The combination of short videos and poems connects daily life with knowledge, stimulating students’ interest and providing real-life contexts for the development of their thinking in the future.
2. Exploring teaching methods and thinking models
Teachers use XEVO “mind maps” to present explanations of core geographical competencies and ideas for classroom teaching, helping students organize scattered knowledge, build a coherent knowledge system, and promote the development of these core competencies.
Enabling effect: Mind maps organize knowledge points in a systematic manner, thereby enhancing students’ logical thinking abilities.
(3) Knowledge construction: Dual driving mechanisms of experimental demonstrations and case analyses
1. Exploration of streamed landforms
The teacher shows pictures of stream landscapes and text materials from “Xu Xiake’s Travel Notes”, and guides the students to think about the surface features created by streams. Using mobile phones for photography and the editing software iMovie, videos of stream erosion experiments are created, and the process of these experiments is shown, thereby helping students understand the types and directions of stream erosion.
Enabling effect: The experimental videos make abstract concepts more intuitive, thereby fostering geographical practical skills and teamwork abilities.
2. Exploration of trace erosion processes
Using Smartboard, landscape images and text materials related to the Tuo Tuo River are displayed. This helps students infer the direction and reasons for the movement of the source of the Yangtze River, and understand the impact of erosion on the shape of river valleys.
Enabling effect: Multimedia materials expand students’ knowledge, and help them develop the ability to think independently and extract geographical information.
3. Exploration of subsidence
Play videos and graphic materials about Tiger Leap Pass, and guide students in analyzing the characteristics and causes of the “V-shaped valley” topography. In conjunction with dynamic diagrams of “river terraces”, analyze the process of terrace formation and the impact of human activities.
Enabling effect: Videos and dynamic images transform abstract knowledge into tangible forms, fostering comprehensive thinking and a harmonious relationship between humans and the environment.
4. Exploration of lateral erosion
By combining the schematic diagram of the Jingjiang River and the landscape images, the demonstration experiments of “erosion on the concave bank and deposition on the convex bank” as well as the demonstration video of “Niuye Lake” are presented. This helps students to distinguish between concave and convex banks, describe the geomorphic features, and explain the formation process of Niuye Lake.
Enabling effect: The demonstration video helps students understand riverine landforms and their impact on human activities, thereby fostering a sense of harmony between humans and the environment.
(4) Improvement of literacy: An efficient combination of college entrance examination-related information and classroom summaries
1. Practice with real college entrance examination questions
Using the Hevo co-screen technology, high school exam questions related to the Saint-Benoît Bridge on the Rhône River in France are displayed. Students use the principle of water erosion to analyze the reasons why the bridge has been preserved. Teachers can observe students’ thought processes in real time and provide timely guidance.
Enabling effect: College entrance examination questions help students consolidate their knowledge and improve their test-taking skills. At the same time, the “same-screen” technology enhances classroom efficiency.
2. Class summary and competitive games
Use Seesaw mind maps to summarize classroom content, and design competitive games to reinforce knowledge points, thereby enhancing the atmosphere in the classroom.
Enabling effects: Mind maps help students organize their knowledge systems, while competitive games stimulate their interest in learning and increase their participation in class.
(5) Post-class exploration: A harmonious integration of expansion, extension, and practical application
1. Exploration of RMB patterns
The teacher used the Xibo projector to display background patterns of the Renminbi, thereby guiding the students to analyze its geographical features and causes.
Enabling effect: By combining geographical knowledge with real-life applications, students’ ability to transfer and apply knowledge is enhanced.
2. Visiting the geological museum
Students are encouraged to visit the Hunan Provincial Geological Museum, so as to learn about the landforms displayed there and expand their knowledge.
Enabling effect: Visits to the field enhance students’ understanding of classroom knowledge.
3. Investigation of the hometown rivers
Students collect pictures of rivers in their hometowns through field investigations or Baidu searches, and then use the knowledge they have learned to analyze their morphological characteristics.
Enabling effect: After-class exploration activities expand the space for learning, and help develop independent exploration and practical skills.
Summary: This teaching design utilizes the “Internet + Education” technology platform to integrate information technologies such as Questionnaire Star, Class Optimization Master, and XEVO Whiteboard with geography teaching, thereby achieving efficient teaching throughout the entire process – before, during, and after classes. The various teaching activities in different contexts and stages not only enhance students’ core geographical competencies and inquiry abilities, but also stimulate their interest in learning and their sense of responsibility towards their country. This fully demonstrates the advantages of using information technology to enhance geography teaching.
V. Classroom teaching effectiveness and reflection
(1) Application of digital technologies and digital resources
1. Digital technology
Using tools such asWenjuanxing (WJX), Class Optimization Master, Xiwo Whiteboard, and mobile photography and CutCut technology, functions such as student performance assessment, preview assignments, classroom interaction, and experiment demonstrations can be implemented.
2. Digital resources
By utilizing resources such as short videos about the Yangtze River, geographical study materials, experimental videos, and topographic maps, the teaching content can be enriched, helping students to understand abstract concepts more intuitively.
(2) Effects
1. Students’ interest and engagement in learning
Students show great interest in experiments and video demonstrations. They actively participate in classroom discussions and exploration activities, and the classroom atmosphere is lively.
2. Improvement of knowledge comprehension and ability skills
Through experimental videos and dynamic diagrams, students can clearly understand the process of river erosion shaping the landforms. The core geographical competencies (such as comprehensive thinking and geographical practical skills) are also effectively developed.
3. Improvement in teaching efficiency
The use of information technology tools makes the transition between teaching stages more natural. It makes it easier to conduct student assessments and assign homework, thereby significantly improving teaching efficiency.
(3) Innovations
1. Teaching through the connection of thematic contexts
With “Traveling along the Yangtze River through poetry” as the main theme, geographical knowledge is combined with ancient poems and research activities, achieving interdisciplinary integration. This helps to enhance students’ love for traditional culture and their core geographical competencies.
2. Information technology creates diverse scenarios
Using tools such as Smartboard and experimental videos, experimental and case-based environments can be created, enabling students to learn within these contexts and develop the ability to solve practical problems.
3. Innovation in experimental teaching
Experiments are carried out using everyday items such as sand and water pipes. Video clips are created using iCut technology to make abstract concepts more intuitive, thereby enhancing students’ practical experience.
4. Innovative integration of different disciplines
With the theme “Exploring the Yangtze River through ancient poetry”, it integrates geographical knowledge, ancient poems, and historical culture, enabling interdisciplinary teaching and enhancing students’ cultural confidence.
(4) Thoughts and suggestions
1. Expansion of the application of digital technologies
Thoughts: Some technical operations are complex, and students need prior training. Too many digital resources may distract them. Suggestions: Optimize the technical procedures and make the resources more targeted; explore virtual reality (VR) technology to enhance the immersive experience.
2. Experimental design and teaching optimization
Thoughts: The experimental design should be more closely aligned with real terrain conditions; the integration of blackboard writing and multimedia should be enhanced. Suggestions: Improve the experimental design to increase authenticity; effectively combine blackboard writing and multimedia to help students build a coherent knowledge system.
3. Students’ independent exploration and classroom participation
Thoughts: Some students are not proficient in using information technology, and they have insufficient time for independent exploration. Suggestions: Strengthen technical training and increase the time available for independent exploration; develop interactive course materials to enhance students’ ability to learn independently.
4. Development and integration of digital resources
Though there are abundant resources available, some of them lack specificity. Suggestion: Develop more high-quality resources, such as interactive course materials and virtual simulation experiments, to enhance students’ learning experience.
Summary: In this class, the deep integration of digital technologies and resources stimulated students’ interest in learning, increased their participation in class, and improved teaching efficiency. It also helped develop students’ core geographical competencies. In future teaching, we will further optimize the application of technology and experimental design, enhance students’ ability to explore independently, develop high-quality digital resources, and promote a deeper integration of information technology and geography teaching, thereby ensuring a continuous improvement in the quality of classroom instruction.
Attachment: Solutions for technology and resources
1. Technical and resource solutions
Qianmu Xing Xue Survey: Questions related to the design of landforms caused by water erosion; these include students’ understanding of basic knowledge and their areas of interest in learning. After the survey, the data is analyzed to understand students’ knowledge levels and learning needs, thereby providing a basis for setting teaching objectives and adjusting teaching content.
Class Optimization Master: Post preview tasks on the platform, such as reading relevant content from the textbooks or searching for information about erosion patterns in rivers. Set up task reminders to help students complete them promptly. Utilize the platform’s interactive communication and evaluation functions in class to provide real-time feedback on students’ performance, thereby enhancing class participation and teaching efficiency.
Hive Whiteboard: It integrates images, videos, text materials, etc. required for teaching, and creates beautiful lesson plans. Its mind map function helps organize knowledge structures; the video playback function allows the display of teaching materials; the classroom activity design function enables the creation of competitive games, thereby enhancing classroom interaction and fun.
InShot software: Edit the footage from the water erosion experiment, add subtitles and annotations, highlight the key points and steps of the experiment, and create a video that is easy for students to watch and understand, thereby making abstract knowledge more intuitive.
Mobile phone photography: Used to capture images of the experimental process, student group discussions, and student assignments. The captured images are uploaded to the whiteboard via the Smartboard teaching assistant, thereby enhancing the interactivity and clarity of teaching.
GIS software applications: GIS software is used to display the spatial distribution and evolution of river topography.
Virtual Reality (VR) Technology (Exploration in the Future): Through immersive experiences, students can more intuitively perceive the landscape features, thereby enhancing their interest in learning and the depth of their understanding.
II. Resource List
Yangtze River Basin landscape map: It shows the geological features of the Yangtze River Basin, helping students develop a better understanding of the region.
Tula River graphic and visual materials: Used for studying erosion processes, helping students understand the formation and changes of rivers at their sources.
Hukou Gorge video: Shows the characteristics of the gorge landscape, helping students understand erosion processes and their effects.
Schematic diagram of river terrace dynamics: This diagram illustrates the process of river terrace formation, helping students understand the interaction between crustal uplift and river erosion.
Gaokao exam questions examples: Link to real Gaokao questions to help students consolidate their knowledge and improve their exam-taking skills.
Renminbi background patterns: By analyzing the landforms depicted in the Renminbi patterns in the context of geographical knowledge, the connection between knowledge and real life can be enhanced.
Schematic diagram of Jingjiang River section and demonstration video of Niuye Lake: Used for studying lateral erosion, to help students understand meandering landforms and the formation process of Niuye Lake.
Resources of Hunan Provincial Geological Museum: Offers opportunities for on-site visits or online exploration, thereby broadening students’ knowledge.
III. Future directions for resource development
Interactive courseware: Develop more interactive courseware related to the teaching content, thereby enhancing students’ ability to learn independently.
Virtual simulation experiments: Utilize virtual simulation techniques to simulate the formation process of complex landforms, thereby overcoming the limitations of experimental conditions.
Interdisciplinary resource integration: Further explore the intersections between geography, language, history, and other disciplines, and develop interdisciplinary teaching resources.
Through the deep integration of these technologies and resources, the teaching effectiveness of this class has been significantly improved. In the future, we will continue to optimize the development and integration of resources, promote the deep integration of information technology and geography teaching, and help ensure a continuous improvement in the quality of classroom teaching.
Original link: https://aiedchair.bnu.edu.cn/news-citlab-2247627407-3-en/
