Research On Teaching Design Of Geography Unit In Senior High School Based On Big Ideas

With the promulgation and implementation of the "Ordinary High School Curriculum Reform Plan(2017 Edition)","focusing on the development of core literacy" as one of the training goals of ordinary high schools has received widespread attention,and "focusing on the big ideas of content" as one of the basic concepts of the new curriculum reform First,more and more attention has been paid to various disciplines.The teaching goal should point to focus on cultivating students' ability to use the knowledge they have learned to explore and solve practical problems,strengthen the internal connection between the content of the course and social life,and promote the implementation of the core literacy of the subject.The unit teaching design based on the big ideas highlights the structure of knowledge content and the contextualization of thinking.It is an effective way to cultivate students' core literacy,promote knowledge transfer,and improve the fragmentation of knowledge caused by traditional classroom teaching.This article researches the teaching design of high school geography unit based on the big ideas,which specifically includes the following four parts:The first part uses the literature research method,starting from the domestic and foreign literature about "big ideds" and "unit instructional design",proposes the research background and significance,defines related concepts,and explores the knowledge hierarchy and unit arrangement focusing on the big ideds Method,to determine the theoretical basis of this research is Gestalt psychology theory,Bruner's cognitive structure learning theory and constructivist learning theory.The second part uses the questionnaire survey method to investigate and analyze the current situation of high school geography unit teaching design,to understand the attitude of high school geography teachers to the implementation of unit teaching design,the difficulties and limiting factors encountered in the design process,and the impact of unit teaching on the ability of students and teachers Promoting role.Investigation and research have found that the importance and significance of unit teaching design has been recognized by high school geography teachers,but this design method requires high teachers' abilities,the amount of lessons prepared is large,the link between the classroom and life needs to be focused on,and the basic problems of the unit are difficult.The lack of teaching practice due to the influence of difficult and restrictive factors such as setting.The third part uses the case analysis method to put forward the high school geography unit teaching design strategy based on the big concept.In the design process,teachers should pay attention to the four design elements of curriculum standards,teaching materials,real situations,and structural issues.The specific design path should be based on the selection of unit themes,the establishment of unit concepts,the formulation of unit teaching goals,the creation of learning situations,and the setting of units.The six links of basic questions,design learning tasks and inquiry activities are carried out.In the unit teaching evaluation,the academic quality of the curriculum standard should be taken as the standard,and the evaluation of the student's learning process should be emphasized.The fourth part takes "regional urbanization and transportation layout" as the theme,integrates and reorganizes the relevant knowledge content in the second volume of compulsory high school geography of the People's Education Edition(2019edition),constructs design cases and carries out unit teaching practice to verify The operability of the design strategy provides a certain reference for high school geography teachers.