随着全国新高考改革的不断深入发展，2020年秋季学期安徽省在高中一年级统一实施2019年人教版新教材，开始逐渐拉开全省新高考改革的帷幕。与此同时，中学地理学科长期积累下来的一些问题也日渐突显。笔者所在安徽省六安市中学地理教学现状有：现有的2011年版的初中地理课程标准与2017年版高中地理课程标准之间在基本理念、培养目标等方面出现较大差距，初高中地理教师在培养目标中出现了衔接缝隙；高中新旧地理教材的更替，在内容的重新选择和编排方面也为初高中地理教学衔接带来了新的问题与挑战。无论是查阅文献还是笔者自身教学经历发现，初高中地理教学衔接问题由来已久，且一直没有得到很好地解决。中等学校地理教育与高等学校地理教育是一个有机整体，保障地理课程的密切联系、有效衔接，不仅能够在理论上完善地理教育系统的整体性、关联性，也能够在实践中促进高中地理教学顺利进行。因此，找出衔接段初高中地理教学衔接存在的问题，探索有效衔接的方法和策略，是每一位地理人必须思考的问题。

       本文通过查阅大量相关文献资料，对当前国内外衔接教育现状和初高中地理衔接现状进行了综述。在丰富的实践和理论研究的基础上，提出本论文的研究课题。本论文共分为六个部分：

       第一部分是绪论，根据安徽省六安市当前的中学地理教学现状，对选题背景、研究意义、国内外研究现状、研究目标、内容等进行阐述。

       第二部分是理论基础，以地理教学理论、地理学习理论和学习进阶为本论文研究的理论基础和依据。

       第三部分是对初高中地理教学衔接现状的调查，通过精心设计中学师、生调查问卷，开展安徽省六安市四所中学随机抽样的高一年级学生和初中八年级学生的问卷调查活动，开展其中两所高中全体地理教师问卷调查研究，并最终形成调查总结。

       第四部分是对新高考背景下初高中地理教学内容衔接问题分析。主要通过对比初高中地理课程标准和教材，比较课程标准在基本理念、目标和内容要求的差异。对比初高中地理教材内容，得出教材内容的直接衔接点、间接衔接点和不衔接点等相关结论。

       第五部分是对初高中地理教学衔接的探索，从认知观念转变、教师队伍建设、教法与学法转变、课程资源整合和不同衔接点具体衔接方法等六个方面进行探究，为当前六安市面临的地理衔接问题提供了可供参考的对策。

       第六部分是基于学习进阶的初高中地理衔接案例设计，是以基于学习进阶的《常见的地貌类型》第二课时教学设计形式呈现的。

      最后，总结论文的主要观点，指出研究不足之处并进行展望。

      As the reform of the new college entrance examination in China constantly deepens, it gradually opens the curtain of the reform of the new college entrance examination in the whole province with the implementation of new teaching material of PEP edition issued in 2019 in the first grade of high school. In the meantime, some problems accumulated in middle school geography for a long term become increasingly prominent. As for the geography teaching status in the middle schools of Lu'an in Anhui province, it covers the following aspects: Great differences between the existing geography curriculum standard of middle school issued in 2011 and the geography curriculum standard of high school issued in 2017 are found in terms of the basic idea and cultivation goal, and the linkage gap appears in the cultivation goals of middle and high school geography teachers. Besides, the change of the old and new high school geography teaching materials also brings new problems and challenges to the linkage of middle and high geography teaching in terms of the re-selection and organization of content. According to the consultation of the literature or the author's own teaching experience, it is both found that the linkage problem of geography teaching in middle and high has existed for a long time and has not been solved well. When it comes to the geography education in middle and high schools, it is an organic whole. The guarantee of the close connection and effective linkage of geography curriculum can promote the smooth implementation of geography teaching in high school in practice while perfecting the integrity and relevance of geography education system in theory. Based on this, teachers engaging in the teaching of geography should think about how to find out the problems existing in the teaching of geography in the middle and high schools of the linkage section as well as how to explore the effective linkage methods and strategies.

      In this thesis, it reviews the current linkage status of education at home and abroad and the current linkage status of geography in middle and high school through the consultation of a large number of relevant documents. Then, this thesis puts forward the research topic on the basis of abundant practice and theoretical research, and this thesis covers the following six parts:

      Firstly, it is the introduction part, which makes elaboration on the context of the selected topic, the research significance, the research status at home and abroad, the research objectives and the research content according to the current teaching situation of middle school geography in Lu'an City, Anhui Province. 

     Secondly, it is the part about the theoretical basis, which takes the geography teaching theory, geography learning theory and learning progressions as the theory basis of this thesis.

     Thirdly, it is the part about the investigation on the current linkage situation of middle and high school geography teaching. This thesis carries out the questionnaire survey activities of the first grade students of high school and the eighth grade students randomly sampled from four middle and high schools in Lu'an City, Anhui Province through the careful design of the questionnaire of middle and high school teachers and students. Meanwhile, it carries out the questionnaire survey of all geography teachers in two high schools, which finally form the summary of the survey.

      Fourthly, it is the part that carries out the analysis on the linkage problem of geography teaching content in middle and high school in the context of the new college entrance examination. This thesis compares the differences of curriculum standards in the aspects of basic concepts, objectives and content requirements mainly through the contrast of the geography curriculum standards and teaching materials. Then, it obtains some relevant conclusions by comparing the contents of geography teaching materials in middle and high schools, which cover the direct linkage point, the indirect linkage point and the unconnected point.

      Fifthly, it is part about the exploration on the linkage of geography teaching in middle and high school, which is mainly carried out from six aspects, such as the change of cognitive concept, the construction of teachers' team, the change of teaching method and learning method, the integration of curriculum resources and the concrete linkage method of various linkage points, so the reference for the current linkage problems of geography teaching in Lu' an City is provided.

      Sixthly, it is the part about the linkage case design of geography in middle and high school schools based on learning progressions, which is presented in the teaching design form of the second class of Common Landscape Types based on the learning progressions.

     Finally, it makes summary of the main viewpoints of this thesis, which also points out the shortcomings of the research and makes the prospect.