| Geography learning transfer ability is an important embodiment of geography core literacy.Therefore,in order to promote the reform of the new curriculum and promote the training of geography core literacy,the new college entrance examination,on the basis of fully exploiting the characteristics of geography,is no longer limited to the mastery of knowledge,but gradually turns to the ability of geographical knowledge transfer and application.However,due to the influence of traditional exam-oriented education,there is still a phenomenon in geography classroom teaching that knowledge imparts more than learning transfer ability cultivation.In addition,the traditional single-class teaching makes the teaching content appear fragmented and divides the knowledge system,which is not conducive to the construction of students’ geographical knowledge system.The corresponding methods to cultivate the geographical learning transfer ability are also mainly based on a certain link of teaching,which leads to the poor cultivation of students’ geographical thinking logic and geographical learning transfer ability.The new curriculum standard puts forward that we should attach importance to the big concept of subject as the core,make the curriculum content structured,and promote the implementation of the core quality of subject.Its essence is to solve the geographical problems in the context and carry out the transfer and application.The big concept teaching in the form of unit organization can effectively change the traditional teaching mode of focusing on a single knowledge point and fragmentation of class hours,help students to build a knowledge system of geography and pay attention to the teaching of core issues of geography,so as to achieve the purpose of cultivating the transfer ability of geography learning.However,there are few relevant researches and practices at present.Therefore,It is necessary to study the cultivation of high school students’ transfer ability in geography learning based on big concept teaching.Under the guidance of constructivism theory and learning transfer theory,this paper makes an in-depth analysis of the big concept teaching and the transfer ability of geography learning by using the literature research method,analyzes the meeting point of the two,and takes the physical geography section of the humanistic edition as an example to divide the big concept knowledge unit of geography.Questionnaire survey method was adopted to investigate the status quo of cultivating geography learning transfer ability through big-concept teaching by sending questionnaires to students and teachers online and offline.Through the analysis of the questionnaire survey results,it is found that the main problems are as follows:(1)there is still a lot of room for teachers to improve their cognition and implementation of big concept teaching(2)most teachers and students expect to use big concept teaching to cultivate the transfer ability of geography learning(3)the students’ sense of geographical transfer needs to be further improved(4)the degree of students’ mastery of different types of geography knowledge is not in place(5)the structure of geographical cognition needs to be improved(6)the teaching evaluation is relatively unitary,we should pay more attention to the logic of geographical thinking.Based on relevant theories and survey results,this paper puts forward some strategies for the application of big concept teaching in cultivating high school students’ geographical learning transfer ability:(1)Extract big concepts according to the requirements of learning transfer;(2)deepen the understanding of big concepts by using situations to improve students’ awareness of transfer;(3)Flexibly select teaching methods according to different types of knowledge to promote transfer;(4)improve cognitive structure by using concept maps to promote transfer;(5)Improve teaching evaluation based on geographical evaluation methods to promote transfer.Based on the existing research and strategies,this paper carries out a large concept teaching design with the theme of "Surface Form" by studying the teaching materials and curriculum standards,so as to provide case reference.Large-concept teaching is a useful exploration to promote the structure of curriculum content,and it can better cultivate the transfer ability of students'geography learning by using its advantages.As an important method to cultivate the transfer ability of students in geography study,the teaching of macroconcept should be enriched and perfected in the process of practice so as to play its role better. |
