| The tenth eighth national committee puts forward the fundamental task of lide tree,and the concise core literacy of geography subject of ordinary high school geography course standard(revised in 2020,2017 edition)is the fundamental way to implement lide tree people.Under the background of college entrance examination reform,the proposition guiding ideology of geography test of middle school has changed from knowledge to ability,and more studies are made on whether students’ overall cognitive structure is perfect and whether they have comprehensive application ability.The traditional teaching mode dominated by knowledge teaching is no longer suitable for the cultivation of core literacy.Large units transform geographical knowledge structure from single and split to system and whole,and attach importance to the creation of question-style teaching and situation.Therefore,it is of great significance to explore the teaching design of large unit to cultivate students’ geographical core literacy and cope with the changes of college entrance examination reform.This paper focuses on the research on the teaching design strategies of high school geography unit under the cultivation of core literacy.This paper takes the research idea of putting forward problems--analysis problems--solving problems,the background and significance of literature research on the current research of local rational unit,the research objectives and the current research status at home and abroad,and summarizes the core concepts and theoretical basis,and finds out and puts forward problems.Through the analysis of the eight cases selected,the conclusion of the teaching of large unit of design geography is obtained,and the principle of large unit teaching design is clarified according to the induction analysis method,and the idea of large unit design is summarized.Finally,the "water on earth" is designed and implemented as a specific case of the theme of large units.Through interviews with front-line teachers’ recognition of proposed strategies,it provides realistic basis for the teaching case design of geographical units.The conclusions drawn from the research are as follows:(1)from the literature review,there are more and more researches on large unit teaching after the core literacy is put forward.However,However,as for the practical operation of high school geography large unit teaching,there is a lack of systematic and complete implementation path,so the implementation of large unit teaching still needs to be strengthened.(2)through the analysis of 8 cases selected by core journals,the author summarizes the commonality of the current teaching design of large geographical units,and obtains the enlightenment on large unit teaching,so as to provide realistic basis for the teaching design of large geographical units.Through inductive analysis,the principle of teaching design of large units is obtained: three aspects: systematic integration,thought advancement and operation feasibility,and the idea of teaching design of large units is determined on this basis: the theme of large units--focusing on the goal of large units--organizing teaching activities--teaching large units evaluation.(3)based on the feasibility of this study,a large unit teaching case with the theme of "water on the earth" was designed and implemented on the basis of teaching principles and ideas.After the implementation of the interview with teachers and other teachers to test the effectiveness of the strategy,the five points high school geography unit teaching design strategy was improved: the construction of large unit content around the theme;Set large unit targets based on the curriculum standard;Create a large unit situation of multi-resource material;Build problem chain with core content;Fusion performance evaluation and formative evaluation.This paper expects to provide new ideas for high school geography courses and teaching,and provide reference for teachers to carry out large unit teaching.However,the design of large unit teaching based on core literacy training needs to be further studied and improved in long-term teaching practice. |
