| The year 2021 marks the 100 th anniversary of the founding of the Communist Party of China.Standing at a new historical starting point,education should respond to the needs of our national conditions and the development of the times.Xi Jinping has also repeatedly stressed that education should be based on the new era and face the new situation.The new round of curriculum reform has made the cultivation of students’ disciplinary core literacy a primary task and proposed to structure the curriculum content with the big ideas of the discipline as the core,which provides a possible path for the implementation of core literacy.Teaching with big concepts at the core enables structured instruction through the logic and nature of the discipline.It is also necessary to develop students’ core literacy in geography in junior high school geography education,so it is meaningful to study the teaching strategies of junior high school regional geography under the guidance of the big idea.First of all,by reviewing the relevant research literature on big ideas and core concepts and their teaching,we found that the domestic research on core concepts and teaching of geography reflects some shadows and concepts of big idea teaching,so the core concepts of geography can be used as a breakthrough point for the research of middle school regional geography teaching under the guidance of big ideas.The literature analysis is used to conceptually define the big ideas,the big ideas of middle school regional geography,the core concepts,and the teaching strategies,as well as to explain the relativity of the big ideas.Secondly,through the questionnaire data,the cognitive situation of teaching big ideas and the current situation of its teaching implementation were analyzed,and it was found that the prominent problems in teaching big ideas in geography are: First,the knowledge of big ideas is not deep enough,only 1.98% of the respondents think they "know" the big ideas very well,19.80% of the respondents have never heard of big ideas,and the "big ideas" in the curriculum standards are not paid attention to,only14.81% of the respondents learned about the Big Ideas through the curriculum standards;Second,the current status of the implementation of Big Idea Teaching is not satisfied,and the frequency of using in teaching is not high enough,only 11.76% of the respondents who have used big idea teaching have used it and all of them have used it occasionally;Third,regional geography teaching methods are more traditional and cannot adapt to the teaching objectives that have been transmuted under the core literacy,48.52% of the respondents’ most frequently used regional geography teaching design method is the case design of individual regions;Fourth,the survey found that although there are some problems in teaching regional geography big ideas at present,teachers’ recognition of the role and value of Big Idea Teaching is high,meanwhile,93.07% of teachers will penetrate the general rules of regional analysis methods and 72.28% of teachers will use concept relationship diagrams in teaching regional geography,which has laid the foundation for teachers to use big ideas to carry out regional geography teaching.Limited by the fact that the relevant research is still in its infancy and some problems will be encountered in actual teaching,it is urgent and relevant to carry out research on teaching the big idea of middle school regional geography.By analyzing the geographic concepts and behavioral verbs in the "Understanding Regions" section of the Compulsory Education Geography Curriculum Standards(2011Edition),the curriculum standards are analyzed in depth and the teaching objectives are clarified.This paper screens out the core concepts in teaching middle school regional geography curriculum and establishes a concept system of middle school regional geography in the form of a concept map with the core concepts as the umbrella.On the basis of this,we combined with literature research,and finally decided to take "the interaction of most elements on the earth’s surface cannot be controlled by human individuals or groups within the space they occupy" as the big idea in the teaching of junior high school regional geography curriculum.This led to the exploration of the path of big idea screening and identification: parsing of curriculum standards-construction of concept system-identification of the big idea.Finally,in response to the problems found in the preliminary literature reading and questionnaire survey,and led by the big ideas identified,this paper develops teaching strategies for junior high school regional geography in terms of both teaching preparation and teaching implementation,with teaching cases as illustrations.Specific strategies include:(1)Analyze the big idea and grasp the "big" direction of teaching: the analysis of the teaching process of the big idea is the analysis of the teaching organization logic of the overall content of the "Understanding the Region" part of junior high school regional geography,which helps teachers grasp the overall teaching direction and classroom teaching organization logic from the perspective of The Big Idea;(2)Reconstructing the content of the textbook and constructing the big idea of geography: teachers need to start from the factual geographic knowledge in the textbook to build the content of the textbook in the big idea system,so that the content of the textbook is structured and the overall big idea of junior high school regional geography is dismantled in conjunction with the specific teaching content,and a new "big" idea adapted to specific classroom teaching is constructed;(3)Designing teaching operations to construct geography big concepts: The big idea-based design instructional operation uses the big idea as the teaching logic and clue,adopts the concept of reverse instructional design model and integrates it with different teaching methods(unit teaching,contextual teaching,problem-based teaching,etc.),thus organizing instruction to guide students to construct the big idea. |
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