Design and Practice of the Coupling Concept of Pattern and Process in Geographic Disaster Teaching
Abstract
students comprehensive spatiotemporal thinking and regional cognition skills. Currently, high school geography disaster teaching tends to
emphasize static pattern description while neglecting dynamic process tracing, making it difficult for students to systematically understand
the internal mechanisms of disaster formation. Based on the concept of "PatternProcess Coupling" and focusing on flood disasters, this arti
cle constructs a three-stage teaching design framework: "Pattern controls processProcess shapes patternInteraction between pattern and
process." It also proposes implementation strategies from the perspectives of scale integration, use of intuitive tools, and big-unit teaching in
tegration, aiming to provide an operable design model for geography disaster teaching and to promote the deep development of studentscore
geographical literacy.
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DOI: http://dx.doi.org/10.70711/neet.v4i4.9129
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