Research On STEAM Teaching Design Of High School Geography From The Perspective Of Big Concept

The "General High School Geography Curriculum Standards(2017 Edition)" takes the implementation of the core competencies of geography as a new direction for deepening the curriculum reform.Geography,as a comprehensive,social and practical discipline,is very compatible with "big concept" and STEAM education.STEAM education helps students to cultivate their ability to operate,design and produce by participating in practical activities in the fields of technology and engineering,in which technology,engineering literacy and geographical practice are closely related;STEAM education emphasizes the ability of students to solve realworld problems by fusing knowledge from multiple disciplines,in line with the requirements of integrated thinking and a rich and diverse geographical practice in real-world situations.STEAM teaching can effectively cultivate students’ core literacy in geography.The big concept is the concept at the core of the subject,which can make individual subject knowledge,subject skills and factual phenomena interconnected.With the help of the big concept,the knowledge of multiple STEAM disciplines can be integrated,and the understanding and transfer of knowledge can be promoted.This paper firstly sorted out the research value and conceptual connotation of "big concept" and "STEAM teaching" in senior high school geography based on the literature,and puts forward the practical dilemma of STEAM education implementation in senior high school geography teaching combined with the questionnaire survey method.Then,on the basis of above works,the STEAM teaching design mode of high school geography under the concept of big concept was constructed,which mainly included "construction of big concept hierarchy","analysis of STEAM knowledge of active texts","design of problem chain","project learning implementation" and "learning effect evaluation" five links.The core of this model is to use problem chains to connect big concepts and STEAM teaching content,use project learning to carry out teaching,implement performance evaluation based on the level of geographic practice,and use SOLO classification theory to divide big concepts and STEAM education levels,to carry out the evaluation of thinking structure,and to cultivate students’ ability to comprehensively use geography and STEAM knowledge contained in geography to solve real-life problems.Finally,the above teaching mode was deeply applied in combination with the teaching content of atmospheric unit.The research focused on the design ideas of atmospheric themes,and took the implementation process of the teaching case of "Atmospheric Thermodynamic Circulation" as an example to carry out empirical research,in order to provide theoretical reference and application reference for STEAM teaching design based on the perspective of the big concept.