Research On Teaching Design Of High School Geography Unit Based On The Concept Of Subject

Focusing on the development of students’ core literacy is the basic orientation of the current new round of curriculum reform.Under this guidance,students should develop their core literacy while learning scientific and cultural knowledge.In order to achieve the cultivation of the core quality of the discipline,teachers must improve the position of teaching design and change from class hour design to large unit design.The big concept reflects the essence of the subject and can structure the unit teaching content.Therefore,in order to better develop students’ core literacy in geography and improve the integrated function of unit teaching.This article adopts literature analysis,questionnaire survey,interview and case analysis.Investigate the current state of instructional design of high school geography units based on the broad concepts of the subject.Explore the teaching design path of high school geography unit based on the concept of subject.And take the "geomorphology" unit as a case for practical analysis.The main research contents and conclusions are as follows:(1)Literature review and concept definition.Sort out the research progress of big concept and unit instructional design at home and abroad,and clarify the concept connotation of big concept and unit instructional design.(2)Teachers’ cognition and implementation status of the major concept of discipline and unit instructional design:(1)Teachers lack an in-depth understanding of the major concepts of the subject,and there are still obvious misunderstandings in understanding.(2)Teachers’ big concept and unit teaching practice are insufficient.(3)Teachers generally recognized the value of teaching big concepts and units.(4)Teachers generally agree with the unit teaching design path set by the author based on the subject concept.(5)Teachers still face many obstacles in unit teaching design based on the subject concept.(3)The principle and path of teaching design of geography unit in senior high school based on the concept of discipline.The main design principles to be followed are as follows: Scientific principles,innovative principles,literacy-oriented principles;student-oriented principles,and gradual and orderly principles.Under the guidance of the above principles,the following unit teaching design path based on the subject concept is proposed: Refine the big concept of the unit→ Reorganize the teaching content around the concept system and design the learning framework of the unit → Determine the unit learning objectives with the big concept as the anchor pointing to the core literacy → Set the core questions and driving tasks of the unit that point to the realization of the big concept → Presuppose the infiltration of the big concept,Unit learning evaluation pointing to the development of core literacy → Design unit learning activities based on the concept of the subject.(4)Case design,implementation and optimization of "landform" unit.Select the "landform" unit,a compulsory course of the People’s Education Edition,as the teaching design case.Carry out practical effect analysis and reflection around the designed case in order to optimize the teaching design.This paper takes the subject concept and unit teaching design as the research perspective.Theoretically construct the unit teaching design path based on the concept of subject.From the teaching practice,the course demonstration of the compulsory unit "geomorphology" of the People’s Education Edition is carried out.It provides reference and reference for high school geography teachers to carry out unit teaching design based on the subject concept.