Research On The Teaching Strategy Of High School Geography Big Ideas From The Perspective Of "Integration Of Teaching,Learning,and Evaluation"

The "General High School Geography Curriculum Standards(2017 Edition)" clearly states that "selecting the subject content and emphasizing the core of the major concept of the subject".The teaching of the major concept is conducive to structuring the course content and promoting the systematic construction of students’ knowledge.With the implementation of basic education reform,promoting the systematization and integrity of classroom teaching has become a trend of education development in order to ensure the implementation of core literacy in disciplines;The essence of evaluation in teaching is also a kind of teaching,which is combined with the "teaching" of teachers and the "learning" of students to form a complete classroom structure.In recent years,the examination of geography college entrance examination questions has gradually shifted to a process and derivation of knowledge.In the new era of educational reform,the mechanical learning method has been eliminated.In order to meet the requirements of the new era for talent cultivation,students are required to apply knowledge to multiple situations and improve their ability to transfer knowledge through high pathways.The teaching of geographical concepts can help students systematize scattered knowledge,promote the transfer and connection of knowledge essence,and strengthen students’ knowledge internalization ability.Through literature reading and a survey of the cognition of front-line geography teachers in Yunnan Province on the teaching of geographical big concepts,this study observes and analyzes the following problems in the teaching of geographical big concepts from the three levels of "teaching,learning,and evaluation" of curriculum organization: the "teaching and learning" level problem: front-line teachers ignore the teaching of geographical big ideas;Students lack systematic learning thinking of subject knowledge."Teaching and evaluation" level problem: Teachers are unable to assess students’ mastery of knowledge in a timely manner."Learning and evaluation" level problem: The correlation between students’ learning activities and teaching evaluation is weak.The reform of the "2017 edition of the General High School Geography Curriculum Standards" has added the direction of teaching evaluation,enhancing teaching guidance through evaluation,strengthening specific guidance from teachers in classroom teaching,enhancing the consistency between teaching evaluation and teaching objectives,and promoting the organic connection of teaching,learning,and examination.Based on reading and investigation,in order to strengthen the coordination of various aspects of geography concept teaching,this article attempts to integrate the concept of "integration of teaching,learning,and evaluation" with it,placing "evaluation" on an equal footing with "teaching" and "learning" to play the role of evaluation in geography classroom reform.This article constructs the elements of the ADDIE model and corresponding educational theories as the basis to construct a trinity teaching structure centered around the concept of geography,which includes "teaching,learning,and evaluation".In terms of teaching,the teaching objectives centered around big concepts are clearly defined through curriculum design,while in terms of evaluation,a teaching evaluation system linked to evaluation is clearly constructed through curriculum perception.In terms of learning,teaching activities aimed at cultivating core competencies are determined through curriculum implementation.This teaching framework closely links the "goals,evaluations,and activities" in teaching with the concept of geography,promoting the connection between "teaching and learning,teaching and evaluation,and learning and evaluation",enriching the teaching path of geography concept,and promoting its "localization" development.Through the sorting out of the knowledge concept system of the 2019 Shandong Education Press Selective Compulsory Textbook for High School Geography,this study selects the 2019 Shandong Education Press Selective Compulsory Unit Three "Natural Resources and National Security" as an example to provide reference for frontline teaching implementation and apply it to practice.In summary,from the perspective of "integration of teaching,learning,and evaluation",high school geography concept teaching strengthens students’ literacy construction through dynamic evaluation,which is conducive to reducing the practical difficulty of geography concept teaching and promoting the implementation of efficient classrooms.The combination of the two is conducive to the sustainable development of geography concept teaching.At the level of teacher teaching,it is recommended to first focus on improving teachers’ professional literacy;Secondly,we attach great importance to the construction of an integrated curriculum of "teaching,learning,and evaluation" centered on the concept of a big concept;Finally,pay attention to the application of teaching evaluation,in order to leverage the teaching power of teachers to promote the development of high school geography big concept teaching classroom from the perspective of "integration of teaching,learning,and evaluation".