Research On The Unit Design And Implementation Of Water Ecological Civilization From The Perspective Of Big Concept In High School Geography Course

The construction of water ecological civilization is an important strategic measure to ensure the healthy and sustainable development of regional economy,and the fundamental plan to realize the construction of water ecological civilization lies in water ecological civilization education.Compared with other subjects,the high school geography curriculum has unique advantages in carrying out water ecological civilization education.However,existing studies mainly focus on the importance of water ecological civilization education,implementation paths,water education,etc.,while there are few studies on how to integrate water ecological civilization education in geography.Using interviews,observations,teaching experiments,questionnaires and other methods,this paper analyzes the current situation of high school geography teachers integrating water ecological civilization education into teaching,studies the basic steps of teaching design of water ecological civilization unit in high school geography,carries out teaching experiments,evaluates the effect of teaching experiments,and finally puts forward suggestions for integrating water ecological civilization education into high school geography teaching,in order to provide reference for high school geography teachers to carry out water ecological civilization education.The results of the study showed that:(1)High school geography teachers have a strong awareness of integrating water ecological civilization education into geography teaching,but the implementation effect needs to be improved.(2)The "5E" step model can be used to carry out the teaching design of high school geography and water ecological civilization unit from the perspective of big concept,specifically: Extract-comprehensive analysis to extract the big concept of the unit;Structure(Establish)-unify knowledge points and construct teaching content;Ensure-identifying basic questions and writing teaching objectives;Exploit-clarify core tasks and develop teaching activities;Evaluate-design multiple evaluation programs based on core literacy.(3)Based on the big concept,the teaching of high school geography and water ecological civilization unit has good feasibility and effectiveness.The experimental class was set up as the experimental class and the(10)class control class,and the teaching design of the high school geography and water ecological civilization unit from the perspective of the big concept was implemented in the experimental class,and the control class was carried out according to the conventional mode,and the experimental results showed that the students in the experimental class had a greater improvement in water ecological civilization literacy,cognitive content,thinking structure and other aspects than the control class.(4)The academic situation and post-learning test papers can be designed based on the dimensions of water ecological civilization literacy,knowledge content,thinking structure,etc.,and the teaching experiment effect can be summarized and evaluated from the two dimensions of horizontal and vertical,that is,the difference between the pre-and post-test of the experimental class and the comparison of the experimental class and the control class.(5)Reflecting on the teaching experiment,the suggestions for integrating high school geography teaching into water ecological civilization education are:Integrating teaching resources to develop water ecological civilization field practice activities;Pay attention to the evaluation of teaching effectiveness;Leading the education of water ecological civilization in high school geography teaching with a big concept;Implement water ecological civilization education in high school geography teaching with unit teaching.