Research On High School Geography Unit Assignment Design Based On Core Literacyr

The General High School Geography Curriculum Standards(Revised Edition2020)promulgated in May 2020 clearly states that the cultivation of core competencies in geography runs through the teaching process in terms of curriculum concepts.The design and implementation of unit assignments that reflect the cultivation of high-level thinking are one of the components of the teaching process and an important channel for cultivating students’ core competencies in geography.However,existing geography unit assignments primarily focus on improving students’ problem-solving abilities,making it difficult to implement the development of students’ core competencies in geography.Teachers’ understanding of the functions of unit assignments is narrow,and the types of unit assignments assigned are too singular.Therefore,research on the design of high school geography unit assignments based on core competencies is of great significance.Based on the above background,this study first used literature research to review relevant literature on "geography homework" and "unit assignments" to understand the background and significance of this study,analyze the current domestic and foreign research status and shortcomings,clarify the research objectives and methods,define core concepts such as geography unit assignments and core competencies,analyze the relationship between unit assignments and core competencies,and use Mazano’s dimensional theory,deep learning theory,learning by doing,multiple intelligences theory,and project-based learning principles as the theoretical basis of this study.Secondly,using interview methods,questionnaire surveys,and case analysis methods,the study investigated teachers,students,and specific cases,and analyzed the following problems in the design and implementation of high school geography unit assignments: teachers’ lack of scientific theoretical guidance in designing unit assignments,inadequate emphasis on unit assignment design,insufficient awareness of the importanceFinally,the author combines relevant theories and current research to propose unit operation design strategies The first step is to establish the design basis,which includes curriculum standards,geography textbooks,student learning situations,unit teaching objectives,and requirements for reducing academic burdens.Secondly,the author explores the principles of unit assignment design,including relevance to daily life,student-centeredness,hierarchical structure,effectiveness,scientific rigor,and diversity.Thirdly,a pathway for designing geography unit assignments is constructed,which includes preparation and analysis,unit planning,assignment development,and design reflection,with specific requirements outlined for each stage.Fourthly,the author addresses the current weakness in theory and ability among teachers in designing and implementing unit assignments,and suggests that professional teacher training should be strengthened,teachers should place greater emphasis on unit assignment design,and education departments should promote the "unbundling" of non-essential activities for school teachers.Finally,an example of a unit assignment design is provided based on Chapter 3,"Industrial Location Factors" in the People’s Education Press’ compulsory textbook for geography in the second year of high school,in order to provide a model for frontline geography teachers in designing unit assignments.