Research On The Teaching Design Of High School Geography Unit Under The Concept Of "Scale"

Scale,as a discipline ideology and core concept in geography and middle school geography teaching,has unique educational value and status in high school geography teaching.At the same time,research on unit teaching design in geography education is also in full swing.In recent years,with the increasing emphasis on the concept of scale in international geography education reform,China has revised the geography curriculum standards in the context of the new curriculum reform,proposed the core literacy of high school geography,and made certain requirements for students’ scale thought.In addition,traditional teaching methods have certain limitations in conveying subject ideas,forcing teaching design to transform towards unit teaching.Therefore,the study of unit teaching design based on the concept of "scale" can better leverage the common advantages of the two.Firstly,based on literature review,the research and development process and current status of "scale" and "unit teaching design" were reviewed,and the concepts and connotations of "scale","big concept",and "unit teaching design" were clarified.Divide the concept of scale into six dimensions: scale effect,scale selection,scale correlation,scale division,scale matching,and scale inference,and sort out the connotation and relationship between "scale" and "unit teaching design".Secondly,through a questionnaire survey combined with a pre test paper,the current development status of scale thought among high school students was analyzed.The results show that students have a low understanding of the scale,poor ability to combine pictures and texts,teachers’ emphasis on exam taking rather than thinking,and the development of each dimension of the scale idea is uneven.At the same time,by analyzing the scale related questions in the college entrance examination papers,the characteristics of scale thought in the college entrance examination questions and the requirements for teaching were obtained.Once again,the content of the textbook was excavated,integrating the unit teaching design content suitable for carrying out the concept of "scale" in compulsory and selective compulsory textbooks.Based on the analysis of the current situation of learning and the compilation of textbooks,the basic principles and strategies for unit teaching design have been proposed,And summarize the unit teaching process of "identifying the core concept,establishing the theme of the unit,conducting analysis of the learning situation,implementing teaching based on learning,relying on conceptual hierarchy,reconstructing the learning system,determining teaching objectives based on core literacy,dividing learning units based on core concepts,paying attention to the thinking structure,and developing an evaluation system".Finally,based on the knowledge of "atmosphere",carry out the design of unit teaching cases under the concept of "scale" and implement them in the classroom.Through the post test paper and the thinking structure evaluation scale,both formative and summative evaluations were taken into account to evaluate the improvement of students’ level of thinking after implementing unit teaching,and to verify the practical effect of teaching.Through quantitative and qualitative analysis,teaching practice cases can effectively promote the development of geographical subject level thinking,provide effective reference for teachers,and promote innovation in educational and teaching methods.