The undergraduate major "Human Geography and Urban-Rural Planning" places particular emphasis on the equal importance of the theoretical perspective of geography and planning practice abilities. However, due to various constraints, this major faces several shortcomings in cultivating the planning practice abilities of students. Targeting at these issues, Beijing Normal University (BNU) established a urban-rural planning practice base together with Huzhou City's Institute of Urban Planning Design and Research in 2017. Through continuous exploration over 7 years, the base has gradually established an "Industry-University-Research" model for the planning practice course that can meet the major's requirement for talent cultivation. Combining with teaching practice, this study introduces in detail the design idea of the course and its evolution, and summarizes its innovation and special features. In particular, it discusses the effectiveness of teaching designs including "three-into-one" topic selection, "authentic planning and assessment" and "dual mentors" in enhancing the planning abilities and related skills of students. Meanwhile, based on students' feedback, this study employs text analysis to further reveal the effectiveness of the course, indicating that it shows considerable effects in promoting the integrated application of knowledge, understanding the complexity of urban-rural planning, and enhancing planning and design capabilities. In addition, the course is also effective in strengthening students' identification with the major and ideological and political education.

This paper presents the design and development of a virtual simulation experiment system tailored to the educational needs concerning the formation and vegetation management of wind-sand landforms in the Yarlung Tsangpo River (referred to as Yar River) valley. The system adheres to the principles of comprehensiveness and inquiry-based learning in geography, as well as the interactivity and enjoyment of experiments, aiming to enhance students' theoretical knowledge, field practice skills, innovative thinking, and environmental awareness. By employing virtual simulation technology to create an immersive learning environment, students can safely and controllably simulate wind-sand landform surveys and unmanned aerial vehicle (UAV) remote sensing data collection. They can also integrate surface albedo, soil moisture, and vegetation indices to construct remote sensing inversion models and estimate surface sandification levels. Building on this, the system introduces the simulation of wind-sand landform management strategies through vegetation spatial configuration. The curriculum design integrates multidisciplinary knowledge from geography, ecology, and remote sensing technology, which is conducive to fostering the cultivation of students' comprehensive thinking abilities. This experiment constructs a teaching model that combines field data-driven and immersive virtual simulation technology for the sandification and management issues of plateau river valleys, providing rich learning resources and an autonomous learning evaluation system. It encourages students' independent inquiry and innovative attempts. With technological advancements, the virtual simulation experiment system is expected to promote the development of geography teaching towards a more efficient and open direction and contribute to the construction of online and offline integrated geography internship course application models.

Structuring course content and systematize teaching objectives are a basic and basic research problem of human geography teaching in senior high school. Based on the regional system of human-land relationship, the regional perspective and human-land relationship should be the cutting point of the content structure of human geography and the objective system analysis of high school. When sorting out the content structure of human geography in high school, spatial distribution, spatial process and spatial connection can be the core themes, and the formation mechanism of the regional system can be used to establish the connection of core themes, and integrate the content of human geography curriculum in high school. When analyzing the teaching goal system of human geography in senior high school, attention should be paid attention to guiding students to understand the spatial distribution, spatial process and spatial connection of human activities as a whole, so as to "road sign" to build a "road map" of student development that runs through the core literacy training goals, module course goals and specific class hour goals. The structured curriculum content and systematic teaching objectives based on the regional system of human and land relations are helpful to make the high school human geography teaching "overall" and "orderly", and promote the common development of teachers and students.

In order to stimulate and cultivate students' interest in geography and mobilize the internal driving force of students ' learning, this paper constructs the influencing factors of high school students' interest in geography learning, and uses the analytic hierarchy process to quantify the driving factors of high school students' interest in geography learning. The research shows that among the first-level indicators, the weight value of the emotional index is 0.723 5, which is much higher than the other two indicators of input and willingness, which indicates that the emotional index has the most prominent driving effect on the interest of high school students in geography learning. And the three second-level indicators of wonderful geographical landscape indicator, geographical importance indicator and knowledge usefulness indicator under the emotional indicators have a significantly higher driving effect on students' interest in geography learning than other second-level indicators. In addition, it is worth noting that the three second-level indicators of serious thinking indicator and classroom concentration indicator under the input indicators and the future learning indicator under the willingness indicators also have a certain driving effect. Therefore, teachers can give full play to the unique charm of geography in teaching, choose materials close to the actual life of students, create teaching situations with geographical characteristics, and design the problem chains that conform to students' learning situation and logical progression. This will help teachers to create a vibrant geography classroom and improve students' interest in geography learning imperceptibly.

Taking the geography teacher education major of a local university in Shaanxi as an example, this paper addresses the common issues in the talent training of normal education and proposes to reshape "educational belief" and establish a lifelong teaching conviction; to implement "student-centeredness" and create a local educational paradigm; to enhance "teacher education flavor" and establish a high-quality educational ecosystem. Through evidence-based practice, the article proposes to take the reshaping of educational belief as the core task, to strengthen educational ideals and beliefs, and to use the three-dimensional educational goals of "ideological and political guidance + subject foundation + teacher education enhancement" as the guideline. By reconstructing teaching content that directly hits the indicators of teacher graduate requirements and innovating teaching forms with a demonstrative effect, the paper advocates for a dual-engine approach. It also suggests leveraging a community-based learning approach among teachers and students to create an atmosphere conducive to teacher education and a favorable ecosystem for the growth of teacher education students. This approach aims to create a "one core, two wings, three dimensions" model for talent training in local universities, thereby enhancing the service consciousness of local teacher education and improving the quality of talent training and its alignment with the job market.

Problem solving ability is an important manifestation of the core qualities of the discipline and occupies an important position in geographic teaching. Understanding the cognitive differences in the process of students' geographic problem solving can help us better realize the cultivation of ability. This study uses the method of think—aloud protocols and eye-tracking technology to investigate the differences in information processing, attention allocation and cognitive load of students at different academic levels when solving the problems in the chapter of "Shaping of Surface Morphology". The study found that the differences in problem solving ability among students with different academic levels are mainly reflected in the cognitive foundation, information extraction and information processing abilities. Students with a high academic level have fewer gazes, a concentrated area of gaze, and clear oral expressions, which reflected that they have a stronger cognitive foundation, a strong ability to grasp and process key information, and are less affected by redundant information, thus solving problems efficiently. Students with medium academic level are more affected by redundant information and have hesitant expressions as shown by the number of gaze points and times, which indicates that their processing is hindered by poor knowledge structure and illogicality. Students with lower academic levels have some problems with cognitive foundation and information processing. Finally, this paper provides brief suggestions for the development of geographic problem solving skills based on students' cognitive characteristics and differences in problem solving.

Curriculum ideological and political education is not only the key measure to realize the strategic goal of 'Three-wide Education', but also an important means to carry out the fundamental task of 'establishing morality and cultivating people', and an effective way to promote the reform of ideological and political education. Digital Elevation Model and Terrain Analysis, as the advanced course of geographic information science with both theory and practice, plays an important role in cultivating students' professional knowledge and ability. In this paper, under the pattern of 'General ideological and political education', based on the teaching thought of 'classroom teaching as the basis, scientific research as the lead, and discipline competition as the engine', points for ideological and political education in the course are explored from the following aspects:teaching target, teaching content, teaching method, learning, and teaching reflection. The aim of this article is to provide reference and experience for the curriculum construction of geographic information science.

In view of insufficient cognition for geographical uniqueness and declining social service enthusiasm of geography in China's colleges and universities, some suggestions on the reform and revitalization of geography are proposed. Starting from the top-level design in terms of training objectives, breaking through the narrow frame of the original training of geographical teachers and researchers, a new-type geography discipline in colleges and universities would be established to blend geographical distinctive thinking with concept of educating people by virtue of the advantages of natural connection between geography professional education and local-country feelings. Therefore, three important reform and revitalization measures must be taken: (1) Clarifying the knowledge structure of geography and establishing the discipline independence in running schools. (2) Optimizing the professional structure with distinctive thinking of deep cross integration of liberal arts and sciences. (3) Strengthening the sense of serving the society and returning to the nature of geography. New-type geographical talents must have professional ability to build the sustainable development of human society and a community of shared future for mankind with global vision and local-country feelings.

The basic principle of the discipline contains the basic thought and method of the discipline. To clarify the educational value of the thought and method of the discipline and its operating mechanism is a key move to implement the core quality of the discipline. Regional difference reflects the second law of geography, "spatial heterogeneity". It is an important methodology to pay attention to regional difference. To sort out the content and key points related to regional differences and clarify the connotation and pedigree of the thought method of geographical regional differences, the key is to analyze the causes of regional differences based on the origin of geographical processes, understand the law of regional differences based on spatial scale and zonality and non-zonality, and respond to practical problems and value judgments based on regional differences. Based on this, the paper probes into the directivity requirements of regional differences for geography teaching in middle schools by combining with specific contents.

Good quality textbooks are one of the important guarantees for university talent training. Since the beginning of the new century, due to various reasons, the construction of textbooks except Marxist engineering textbooks has been neglected to some degree, and as a result, the quality of textbooks in the market cannot satisfy the teachers and students. Due to the slow update, the textbooks of introduction to human geography take into account the inertia of Chinese teaching tradition, but do not pay enough attention to the new development of the discipline and give enough consideration to students' geographical foundation. Under the background that the country pays more and more attention to the quality of student training, it is necessary to mention the importance of university textbooks to student training, and construct a new writing and publishing mechanism, and give birth to the ideal introductory human geography textbooks. This kind of textbook should fully take into account the lessons around the world in writing textbook, learn the strengths, the organization structure, content, expression, student friendly style, intuitive materials, etc, the content should not be too deep, but arousing the interest of readers should also be as one of the important criteria. The similar textbooks written by the British and American human geographers have been tested by the market, especially the British counterparts, which are of high reference significance. In view of the diversified teaching needs of our country, we should compile various introductory human geography textbooks that are basically satisfactory to the teachers.