A Study On The Teaching Design Of A Large Unit Of High School Geography Based On Learning Progression

Under the leadership of the new round of curriculum reform,the General High School Geography Curriculum Standards(revised in 2017 and 2020)put forward the important task of "cultivating students’ essential core literacy in geography" and clarified the extent of students’ achievement in the development of correct values,essential character and key abilities through geography curriculum learning.The large unit teaching based on the reorganization of teaching contents,focusing on the correlation between lessons,is committed to the overall,context-based design of integrated learning activities,which helps students expand their thinking structure and improve their knowledge system.The concept of learning progression emphasizes the development of cognitive paths,which can help students sort out their knowledge and achieve deeper understanding,and is in line with the goals of knowledge learning and thinking development in large units.Therefore,it is of great value to build a large unit teaching based on learning progressions.This paper focuses on the concept of learning progression,takes the senior revision class as a practical class,selects the theme of "the wholeness and differences of natural environment" to build a learning progression framework and carry out a large unit teaching design,explores the path of large unit teaching design of high school geography based on learning progression,and seeks to prove the guiding value of learning progression theory for large unit teaching.The first step is to use the literature research method to integrate the relevant literature at home and abroad.Firstly,the literature research method is used to integrate relevant theories and research methods at home and abroad,to find out the connection between learning progression and largeunit teaching,to clarify the connotation of the two,and to formulate the main ideas of this study.Secondly,a questionnaire survey was used to understand the current situation of the understanding and application of the concept of large unit teaching design and learning progression in high school geography,to clarify the realistic basis and to highlight the value of this study.Finally,the comparative research method and case study method are used to develop a learning progression framework based on diagnostic evaluation,and then propose the path of large-unit instructional design based on this framework with reference to the reverse instructional design idea,and carry out teaching practice to verify its feasibility,while presenting a case study of teaching design by lesson time in order to provide reference for front-line geography teachers.Through the study,the conclusions drawn in this paper are as follows:First,learning progression theory and unit teaching ideas are strongly related,especially in terms of learning cognition and understanding,and both emphasize the construction of clear logical thinking,and learning progression can provide a solid theoretical foundation and practical path for large unit teaching.Second,teachers have a positive attitude toward large unit teaching,but they often have great difficulties in reorganizing content,determining themes,designing activities and setting assessments because they have not received timely and correct methodological guidance,and they are unable to integrate the concept of learning progressions with it,which eventually leads to poor practice or insufficient teaching practice.Third,according to "establishing progression variables-classifying progression dimensions-formulating progression levels-measuring students’ performance--This ensures the effectiveness of the progression framework and promotes the integration of progression and large-unit teaching.Fourth,the development path of the large-unit teaching design based on learning progression is divided into the following steps with reference to the concept of reverse instructional design: "clarify the unit review objectives based on the assumption of learning progression-design multiple assessment methods to test the degree of achievement of the objectives-adopt multiple teaching methods to design the unit.-Adopt multiple teaching methods to design unit learning activities".The results of teaching practice show that the large unit teaching design based on learning progression helps build a consistent teaching-learning-assessment system,which can improve the effectiveness of classroom teaching,help students implement academic quality assessment,and enhance geography core literacy.