Research On The Teaching Logic And Instructional Design Of Moral Education In Geography In The Context Of Core Literacy

It is the fundamental task of geography teaching to realize the goal of educating people with moral values.Moral education in geography is the main channel to carry out moral education in geography teaching,and it is the main engine to implement the fundamental task of "establishing moral education".From the viewpoint of geography teaching itself,"moral education" is the basic attribute of geography teaching.From the viewpoint of social needs,it is the basic requirement of geography teaching to cultivate people with all-round development of moral,intellectual,physical,social and aesthetic qualities.It is the mission of geography teaching itself to carry out moral education in geography teaching,and it is also the need of the times.In this paper,we analyze the semantic analysis of moral education in geography,the teaching logic of moral education in geography,the teaching design requirements of moral education in geography,and the teaching requirements of moral education in geography,This paper studies moral education in geography from four parts: "semantic analysis of moral education in geography","teaching logic of moral education in geography","teaching design requirements of moral education in geography" and "teaching design cases of moral education in geography".First,the semantic analysis of geography moral education,which analyzes the concepts of moral education,subject moral education and geography moral education in turn.Moral education is moral education.Moral education in schools needs to cultivate students’ individual morality from the dimensions of moral cognition,moral emotion,moral will,and moral practice ability.The moral education of academic subjects cannot be simply understood as "moral education infiltration",but needs to change the cognitive way of thinking,to "inherently generate" the moral education of academic subjects from the perspective of the nurturing value of academic subjects,and to realize the "subjectivity" and "moral education" of academic teaching.The unity of "discipline" and "moral education" of subject teaching.The moral education of geography refers to the educational activities of organizers of geography education based on the essence of geography discipline,condensing the moral norms reflecting the characteristics of the discipline,and cultivating individual morality in terms of moral cognition,moral emotion,moral will and moral behavior,which is the embodiment of geography teaching returning to the origin of educating people.Second,the teaching logic of moral education in geography.The logic of geography teaching mainly includes the logic of geographic knowledge,the logic of geographic learning and the logic of geographic teaching.The logic of geographic knowledge analyzes the moral education of geography from two levels: the logic of geographic knowledge structure and the logic of geographic knowledge cognition,which sorts out the moral education content of geography curriculum;at the level of geographic knowledge cognition logic,it sorts out the changes of students’ psychological cognitive structure in the process of learning moral education of geography.The logic of geography learning analyzes the moral education in geography from two aspects: the inner mechanism reveals the cognitive characteristics of students’ moral education learning in geography;the outer performance reveals the basic process of moral education learning in geography.The teaching logic of geography subject moral education is analyzed from three dimensions:geography teaching objectives,geography teaching process and geography teaching evaluation.The study of pedagogical logic provides the basic pedagogical laws for the teaching practice of moral education in geography.Third,the teaching design requirements of moral education in geography.The new curriculum reform calls for a new teaching design.Under the background of core literacy,the geography teaching design of geography subject moral education needs to be transformed from two aspects: learning theory foundation and teaching design paradigm.The transformation of learning theoretical foundation of geography teaching design mainly includes three aspects,i.e.,knowledge view from "knowledge-based" to "literacy-based";learning view from "passive learning" to The transformation of the theoretical basis of learning includes three aspects,namely,the transformation of the knowledge perspective from "knowledge-based" to "literacy-based",the transformation of the learning perspective from "passive learning" to "active learning",and the transformation of the teaching perspective from "knowledge transfer" to "knowledge construction".The paradigm of geography teaching design needs to change from "geography lesson teaching design" to "geography unit teaching design".Fourth,the case of teaching design for moral education in geography.This paper designs teaching cases of moral education in geography from two levels: teaching design of geography unit and teaching design of geography class.Taking the unit of high school geography "water" as an example,the case of geography unit teaching design is based on"organizing geography units based on big concepts,determining unit themes and lesson time based on semester plans,literacy-oriented unit learning objectives,unit assessment tasks in real situations,practice-oriented unit learning process,and reflecting The unit is organized by the concept of geography,the unit theme and lesson time based on the semester plan,the literacy-oriented unit learning objectives,the unit assessment tasks in real situations,the unit learning process in practice,the unit assignment reflecting the consistency of ’teaching and evaluation’,and the post-learning reflection for self-development.The teaching design of the geography lesson was based on the example of"land water bodies and their interrelationships",and was designed from three aspects: geography learning objectives,geography learning assessment,and geography learning process.Through the research on the semantic analysis of geography moral education,geography teaching logic and geography teaching design,the following four research conclusions are drawn:(1)the cognitive thinking of geography moral education from "external penetration" to "internal generation";(2)geography moral education based on geography teaching logic;(3)geography moral education teaching design oriented to core literacy;(4)geography moral education reflecting the essence of geography teaching.