Research On The Large Units Teaching Design Of High School Geography Based On Learning Progressions

Geography curriculum standards require that geography teaching should attach importance to the cultivation of core geographical literacy.The systematic integration of knowledge in large unit teaching helps students improve their knowledge structure,conduct in-depth learning,and implement the cultivation of core geographical literacy.However,its content is relatively large,and how to more effectively and systematically construct large unit teaching is worth exploring.Therefore,this study reconstructs large unit instructional design based on advanced learning theory,hoping to build a more systematic and scientific large unit instructional design system,provide new ideas for large unit instructional design,and provide a basis for the cultivation of core literacy.The main research objectives are as follows:(1)To explore the theory of large unit teaching based on learning advancement,analyze its feasibility and implementation path;(2)Construct a large unit teaching model based on learning advancement,and propose a large unit teaching design strategy based on learning advancement;(3)Design a large unit teaching case to verify the specific process of this research operation.Firstly,the concepts of "advanced learning" and "large unit teaching" are defined respectively.Through literature analysis,the research status at home and abroad,the research background,significance,and thinking methods of the topic are discussed.Analyzed the specific connotation and main content of advanced learning and large unit teaching,and grasped the relevant theories and research methods of advanced learning and large unit teaching design at home and abroad.It also summarizes the research results of advanced learning and large unit teaching in geography,analyzes the current situation of integration of advanced learning and large unit teaching,and expounds the relevant theoretical basis.Secondly,it conducts a research on the current situation of the development of large unit instructional design and the problems it faces.Select typical teaching cases to analyze the integration and reference advantages of advanced learning theory in large unit teaching design.Conduct teacher interviews on the research content,and investigate the current situation of large unit teaching and the application of advanced learning theory.The survey found that the development of large unit teaching is relatively difficult and requires high requirements for teachers and students.Learning advanced theory can promote the scientific and advanced nature of large unit teaching design in many ways.Thirdly,analyze the feasibility of large unit instructional design based on learning advancement theory,elaborate its specific ideas on the basis of theoretical research,and design a large unit instructional design model based on learning advancement.The model draws on the reverse teaching method and SOLO classification theory to integrate advanced learning theory into large unit teaching.The first step is to select large unit teaching topics and create large unit teaching situations;The second step is to establish the teaching objectives of the large unit,that is,to set the advanced end point of the large unit teaching,and determine the advanced starting point based on the learning situation;The third step is the design of advanced problem chains;The fourth step is to arrange teaching activities based on the problem chain and objectives;The fifth step is teaching evaluation based on SOLO classification theory.Finally,relevant design principles and strategies are proposed,and the specific use process of the model is shown.Based on the theme of "Global Warming",the concept of global warming was sorted out,knowledge points were sorted out,and advanced teaching objectives were developed in combination with the curriculum standards.An evaluation system was developed based on the performance of students’ thinking structures,creating a general situation throughout the entire text,designing a chain of interconnected and progressive issues,and providing a specific demonstration of teaching design.Based on theoretical research and empirical investigation,this article constructs a model of large unit instructional design based on learning advancement,proposes teaching and learning strategies for high school geography large unit teaching based on learning advancement,and attempts to provide new exploration ideas for further optimization of large unit instructional design.