Research On The Teaching Design Of High School Geography Practical Activities Based On The Concept Of Discipline

The core quality of geography is the embodiment of the essence of geography discipline and the value of geography teaching,which leads the curriculum reform of geography education to further deepen.On the contrary,there is still the separation of knowledge and action.As a result,the knowledge learned by students in the learning process is divorced from the situation,the conceptual knowledge mastered is fragmented,and it is difficult for the knowledge that is lacking of construction to be applied to solve practical problems in life.The high degree of integration,overall construction and practice of geography core literacy determines that geography practice is one of the ways to cultivate students’ core geography literacy.However,in the process of teaching design of geography practice activities,teachers still have many problems in the design of activity objectives,content,method,process and evaluation in practical activities.The big concept of geography discipline is an organized and structural knowledge model and method that is in the core position of geography discipline and represents the nature of geography discipline.Integrating the idea of geography concept into the teaching design of high school geography practice activities provides a new thinking direction for solving the above problems.Specific content is as follows:The first is divided into introduction,based on the subject concept of geography practice teaching research background,research significance,research methods and research ideas,combed the big concept,subject concept,practice and geographical practice of research status,and the difficulties and innovation of this thesis.The second part is the concept definition,which defines the big concept and geography concept and geography practice,as well as the geography practice activities based on the big concept of geography.This thesis is based on constructivism learning theory,situational cognition theory and Marxist practice view.The third part for the teaching material content,first demonstrate the big concept of geography into high school geography practice teaching design of the necessity and feasibility,then on the basis of geography curriculum standard selection of high school geography concept,and around the "geography concept-core concept-geography concept" logical thinking to build the concept system,finally based on the concept system of high school geography practice and analysis.The fourth part is divided into the survey of the teaching status of geography practice activities.It can be obtained from the student questionnaire:(1)Insufficient attention of all parties(school,society and family);(2)The teaching effect of carrying out activities needs to be improved;(3)The way of carrying out activities is relatively simple.From the interviews with teachers,it can be concluded that the teaching design of geography practice activities exists:(1)The activity target is scattered and abstract,and the correlation is not strong;(2)The activity content is disorderly and the integrity is not strong;(3)The activity process is superficial and the depth is not enough;(4)The activity evaluation is single traditional and the lack of diversity.The fifth part is to put forward the teaching strategy and put forward the teaching design links and strategies of high school geography practice activities based on the big concept of geography:(1)Clarify the big concept based on the learning situation and teaching materials;(2)Specify the big concept based on KUDB(i.e.Know-Understand-Do-Be);(3)Create the theme situation and problem big concept;(4)Select the activity type and process big concept;(5)Evaluate the big concept based on the effect and main line.And integrate the above teaching strategies,and design the teaching design mode of geography practice activities.The sixth part is divided into teaching strategy practice.Two geographical practice cases,"Thermodynamic circulation" and "Observation of Vegetation in Campus",are selected and brought into the teaching mode designed,and the teaching achievement effect is evaluated and analyzed after the implementation of teaching.Finally,this thesis is summarized in theory and practice,and the teaching optimization value of integrating the big concept of geography subject into the teaching design of geography practice activities is obtained,and then the shortcomings of this thesis are summarized.