Research On The Design Of Geography Assignments In Junior High School From The Perspective Of Large Units

Assignments is an important part of the geography curriculum,and it is the starting point for analyzing the academic situation and cultivating learning character and core competencies.The junior high school geography course is a critical period for students to develop geographical thinking and form a perspective on geographical science,and the design and implementation of assignments directly affect students’ ability development and interest in geography learning.Assignments from the traditional perspective is based on class hours,mainly refers to extracurricular assignments,which is considered to be a supplement to classroom teaching and plays the function of diagnosis.With the proposal of core literacy and the deepening of curriculum reform,assignments design needs to break through the barriers of lesson time,plan the layout of articles from the perspective of units,enhance the systematic,continuous and scientific nature of assignments design,and enable students to achieve personalized development in the process of assignments completion,evaluation and correction.Especially since the implementation of the "double reduction" policy,assignments has become a hot spot for geography educators.Based on this,understanding the implementation status and existing problems of geography assignments in junior high school,and exploring the design of assignments from the perspective of large units are important topics in educational research and practice.This study clarifies the theoretical basis of junior high school geography homework design,the function and value of junior high school geography assignments from the perspective of large units through literature research method,and randomly investigates the implementation status of geography assignments in junior high school in Weihai City,and then proposes a new model of junior high school geography assignments design and implementation based on the perspective of large unit,and analyzes the teaching effect by taking the "land and sea" unit as an example.Finally,through the comparison of the teaching effect of the experimental class and the comparison class,the feasibility,effectiveness and generalizability of the model are analyzed.Through the study,the following conclusions are obtained:(1)The design and implementation of geography assignments in traditional junior high school is based on lesson design,which has certain problems,such as neglecting the cultivation of collaborative ability;Lack of layered design to meet the development needs of all students;Assignments evaluation is the weak link in the implementation of assignments,and teachers are the main body of evaluation,which highlights final evaluation;Teachers do not know much about new concepts and need guidance from theory and practice.(2)From the perspective of large units,the design of geography operations in junior high schools should follow the principles of basic,scientific,life and openness.In order to effectively promote the implementation of the work,it is also necessary to do the following: explore the teaching material operation system and make rational use of the exercise book;Highlight the multiple evaluations of operations and enhance operability;Break the limitations of time and space in the classroom and cultivate geographical practice;Enrich assignments choices based on students’ development needs;Increase assignments training guidance to improve teachers’ quality.(3)The practice of geography assignments design in junior high school based on the perspective of large units can effectively promote knowledge connection,and has a positive effect on cultivating students’ necessary character and key abilities.Such assignments design and implementation benchmark curriculum standards,putting literacy cultivation at the core of assignments design,and have significant effects in promoting students’ all-round development and improving teachers’ professional quality.