A Large Unit Of Instructional Design Based On The Development Of Integrated Thinking In Geography For High School Students

The General High School Geography Curriculum Standards(2017 Edition Revised 2020)put forward the subject core literacy,geography is a comprehensive subject,the subject core literacy of integrated thinking is the basic ideas and methods for secondary school students to learn geography,cultivating students’ integrated thinking is important for geography learning and literacy improvement.In this situation,the large unit teaching based on integrated thinking in geography has become a new choice for front-line teachers.The thesis mainly adopts the literature research method,questionnaire survey method,interview method and case study method to conduct the research.Firstly,through reading relevant literature,curriculum standards and policies,the research background and research significance of this study are established,the current status of domestic and international research on integrated thinking and large-unit instructional design is sorted out,and the basis and direction of this study are established.Next,the core concepts related to large-unit instructional design,integrated thinking in geography and theoretical foundations such as constructivist theory,cognitive structure theory and Gestalt psychology are identified,and their relevance to the study is specified.Then,a teacher questionnaire survey and a student questionnaire survey are used to understand the current situation of large-unit teaching design based on the development of integrated thinking in geography for high school students.The survey data are analysed and collated to sort out the problems of teachers and students respectively.At the teacher level,the main problem is the lack of theoretical guidance and conditions for the design of large units.At the student level,the main problems are that high school students are not at a good level of overall thinking and that the pressure to progress to higher education leads to a greater emphasis on knowledge and memorisation.After that,we summarise the strategies for designing large units based on the cultivation of integrated thinking of high school students by combining the survey data,mainly including: creating problematic situations throughout the curriculum;integrating existing resources to clarify the knowledge chain of the teaching materials;selecting a large unit theme with unity based on the curriculum standards;integrating large unit lessons with clear main lines around the theme;designing various assessment methods based on the enhancement of integrated thinking The unit is designed to be student-centred,and the teaching and learning activities are designed to be student-centred.In addition,using the most widely used idea of reverse instructional design in large-unit instructional design,the design process of large-unit instructional design based on integrated thinking development is determined and cases are presented and implemented in two types of lessons: new and revision.The design process is as follows: identifying the topic of the unit,organising the logical thread of the unit,defining the intended learning outcomes,identifying assessment evidence,designing teaching and learning activities,and reflecting on the teaching.The case study validation showed that the teaching cases designed according to this process had a positive effect on the development of students’ integrative thinking.Finally,the findings and shortcomings of this paper are summarised and future research is envisaged.It is clear from the study that,in the context of the introduction of the new curriculum core literacy and the new college entrance examination reform,the large-unit teaching design,which targets teachers and students in Henan,a relatively underdeveloped education area,and aims to develop comprehensive thinking among high school students in geography,is conducive to the enhancement of students’ ability to analyse and deal with comprehensive problems,the change of their thinking habits and the improvement of their comprehensive thinking literacy,as well as to the teachers’ ability to control the teaching materials and improve their teaching level It also provides reference examples for front-line teachers in designing large units.By incorporating the goal of integrated thinking into the design of large units,the design of large units can be made more coherent and logical,so that students can acquire more systematic,holistic and structured knowledge,which is not only in line with the requirements of subject core literacy,but also better suited to the needs of the new college entrance examination for the improvement of students’ overall quality level.In my subsequent teaching career,I will also continue to study and promote the dissemination of this approach in depth.