A Study On The Teaching Design Of High School Geography Units In A Big Concept Perspective

With the promulgation of the "General High School Curriculum Reform Program(2017 Edition)",it marks the new round of curriculum reform in China once again.The program points out that the core of the subject’s big concepts should be used to optimize the curriculum structure and cultivate students’ core literacy.The big concepts reside in the core of the discipline,representing the core knowledge and methods of the discipline,and have a powerful explanatory and leading role.For the subject of geography,the use and understanding of the subject’s big concepts can better cultivate students’ geography core literacy.At the same time,the unit teaching with big concepts as the core can deepen curriculum reform,integrate teaching contents and implement the requirements of cultivating the new generation of the times.Therefore,this study uses the big concepts of geography as a guide to explore the unit teaching of high school geography and design a plan to cultivate core literacy in geography.First,by combing through the existing studies,we found that most scholars mainly focus on discussing the connotation of big concepts,but do not apply and practice them in depth.This thesis uses questionnaires and interviews to analyze the current situation of teaching big concept units in geography for high school teachers.Based on the literature analysis and current situation survey,the path of big concept extraction is proposed.Secondly,based on the current situation and reasons,the research elements of unit teaching under the big concept perspective are designed,and on this basis,the strategy of high school geography unit teaching under big concept is constructed.Finally,the teaching case design of the new Xiangji version of geography natural unit and autonomous unit is carried out.The research in this thesis is a continuation of an application of the Big Idea in geography teaching and an attempt to design teaching cases combining different unit types with a view to enriching the content of the Big Idea perspective and the areas related to unit teaching.Its main findings are as follows:(1)Based on the current situation of research on "big concepts","unit teaching","geography core literacy" and other related concepts and the current situation of big concept unit teaching in high school geography,this thesis proposes Two paths of big concept extraction are proposed,namely,top-down and bottom-up.Based on the research status and reasons,the four specification elements of content construction,unit teaching goal design,unit teaching process design and unit evaluation design of unit teaching under big concepts are studied,and the big concept unit teaching strategies are designed on this basis: sorting out unit contents around subject big concepts;designing teaching goals based on curriculum standards;determining unit teaching themes and carry out teaching activities;create teaching situations oriented by problem chains;and implement various teaching assessments with teaching goals as the purpose.(2)In the nature unit,"industrial location selection" was used as a unit,and Liuzhou industries were selected for teaching,and the concept of "location selection is a kind of spatial optimization" was extracted and applied to the freshman class.The unit on "human-river relationship" was used as an independent unit,and "human and natural environment interact and coordinate with each other" was adopted as the big concept of geography to design the unit teaching activities,which was applied in the senior revision class.(3)Unit teaching under the big concept perspective is an effective way to implement geography core literacy.In terms of curriculum design,the subject big concept can promote the relevance of curriculum design and improve the coherence between compulsory and optional materials.Secondly,for teaching practice,big concepts break fragmented teaching,effectively organize teaching contents,and better promote students’ knowledge integration,understanding and transfer.Finally,the development of various classroom teaching assessments is conducive to achieving the consistency of "teaching-learning-assessment",helping students to build up geography subject thinking and cultivate geography core literacy.