Research On Comprehensive Thinking Of Geography Core Literacy Based On Large Unit Teaching Design

With the publication of Geography Curriculum Standards for Senior High Schools(2017 edition),the core accomplishment of geography discipline has rapidly become the focus of attention in geography teaching in middle schools,which indicates the deepening of the reform of geography teaching and also promotes the transformation of geography classroom teaching mode.Among the four qualities put forward in the document,"comprehensive thinking" as a basic thinking method for students to understand and analyze geographical phenomena,not only reflects the characteristics of comprehensive and systematic geography,but also becomes one of the important standpoints for teachers to cultivate students' core qualities in the teaching process.For a long time,the domestic teaching design is usually based on a single class hour,that is,40 minutes as a unit.There are some problems,such as the isolation of each class hour leads to the failure of unit teaching objectives,the unreasonable allocation of time leads to the failure of teaching progress.The proposal of the core quality of comprehensive thinking enables teachers to rethink the direction and goal of teaching design.It will gradually change from designing a certain knowledge point and a 40-minute class hour to designing a holistic,comprehensive and systematic "big unit" knowledge structure system.This study puts forward the concept of "big unit".By using the methods of pre-investigation and literature reading,it compares the results of teaching design and classroom teaching based on "class hour" and "unit".The theory and data demonstrate the effectiveness of "big unit" teaching in improving students' comprehensive thinking,and based on the teaching design process of "big unit" and classroom teaching.Learning mode,put forward the training strategy of comprehensive thinking.This study is divided into four parts.The introduction of the first chapter is based on the research background of the introduction of core literacy in domestic disciplines.It mainly summarizes the current research status and existing problems of comprehensive thinking and large unit teaching,and puts forward the core issues and technical roadmap of this study.The second chapter is the main part,through questionnaires to understand the current implementation and suggestions of high school geography teachers to unit teaching;thus formulating a complete set of teaching design process;and then through the traditional class hours and unit design two different teaching modes,the present situation of comprehensive thinking level and examination results,comparative demonstration of the effectiveness of large unit teaching to cultivate comprehensive thinking of geography.Sex.The third chapter takes the real classroom teaching practice as the main content.By enumerating the large unit teaching design,cases and fragments of high school geography teaching materials,it analyzes the teaching ideas and teaching links based on the effective training of comprehensive thinking,so as to reach relevant conclusions,and puts forward strategies for teaching improvement according to the classroom teaching problems reflected in the previous research questionnaires and examination results.Strategically,learn from each other with geographic teachers to provide reference significance and value in daily teaching.The fourth part is the summary and outlook of the study,while reflecting on the shortcomings of the study.