Research On The Teaching Practice Of Junior High School Geography Large Unit Based On Subject Core Literacy

Since the 90s of the 20th century,the study of core literacy has received more and more attention from scholars and has become an indispensable part of today’s educational development.In 2022,the Ministry of Education officially promulgated the Geography Curriculum Standards for Compulsory Education(2022 Edition)(hereinafter referred to as the "New Geography Curriculum Standards"),which proposes to adhere to the core literacy orientation and accurately grasp the core competencies of geography disciplines that the curriculum requires.Therefore,in the stage of compulsory education,how to closely link the core literacy of geography with the knowledge of geography teaching content is a question worthy of our deep consideration.Since students in the compulsory education stage are new to geography,it is very important to help students systematically master geographical knowledge and geography learning methods and cultivate students’ core literacy in geography.Large-unit teaching is to help students establish the knowledge structure of the discipline,master learning methods,train learning skills,and learn to solve problems in transfer and application through real situations,holistic and systematic teaching activities.Therefore,large-unit teaching based on the core literacy of geography is an inevitable requirement for cultivating students’ core literacy and deepening curriculum reform,and it will also become the fundamental path for the implementation of the core literacy of geography course teaching.The conclusions of this paper are as follows:(1)Through the method of questionnaire survey,this paper analyzes the application status of large-unit teaching in geography classroom teaching in junior high school,summarizes the existing problems,and summarizes the reasons for the problems from three aspects: the background of the times,teachers and students.The problems on the part of teachers include the lack of use of large-unit teaching and lack of professional ability in large-unit instructional design;The problems existing in students are that most students find it difficult to accurately grasp the logical relationship between learning content,and the knowledge of the unit is not clear,and the inability to transfer and apply the knowledge will cause difficulties for students in unit learning.(2)Based on the application status analysis of large unit teaching in junior high school geography classroom teaching and the research results of previous people,this paper proposes the teaching design process of junior high school geography large unit based on the core literacy of geography,which mainly includes: preliminary analysis and condensation of large unit theme;Multi-angle integration to clarify the overall learning objectives of the large unit;Design diversified large-unit evaluation tasks;Based on the real situation,the large-unit teaching process is designed,aiming to provide reference and ideas for junior high school geography teachers to design large-unit teaching.(3)Based on the teaching process of the junior high school geography large unit based on the core literacy of geography,taking the second volume of the eighth grade geography of the People’s Education Edition as an example,the large unit with the theme of "exploring the growing conditions of rice---the regional distribution differences of China’s agriculture" was designed,and four lesson units of agriculture in the southern region,agriculture in the northern region,agriculture in the northwest region and agriculture in the Qinghai-Tibet region were divided into four lesson units,and the case design was carried out respectively,and "agriculture in the northwest region" was selected for case implementation and reflection evaluation.