Teaching Strategies Research For Review Courses Of Physical Geography In High School Based On Big Ideas

The new round of curriculum reform proposes that high school takes the cultivation of students' core qualities in various disciplines as an important task,and uses this as the center to determine all-round curriculum programs such as curriculum objectives,curriculum content,and examination evaluation.Review courses of physical geography in high school based on Big Ideas teaches students a structured knowledge content system,focusing on helping students understand the scientific concepts and methods,and constructing the basic ability to adapt to lifelong development.Therefore,this article believes that the Big Ideas teaching is an effective teaching method to implement the core literacy training of students.Based on this,the teaching concept of Big Ideas is taken as the research object,and the high school natural geography teaching is taken as an example.Taking the review course as first practice method is to explore the teaching strategy of the high school physical geography review course based on the Big Ideas.In the introduction part,this article designs the basic framework of the research.The main theoretical basis of the research is the the basic structure theory of discipline that is theoretical source of the Big Ideas.At the same time,the specific research is carried out under the guidance of the geography teaching methodology and SOLO classification theory.The central part of the research is classroom teaching diagnosis,which is divided into two parts:tool development and observation analysis.Based on the combination of quantitative and qualitative research,the combination of explicit behavior and implicit guidance theory,this paper has developed two diagnostic tools:classroom observation scale and interview outline,and through the three links of theoretical combing,tool formulation,inspection and correction,the scientific nature of diagnostic tools is guaranteed in a certain extent.According to the connotation and characteristics of the Big Ideas,this article selects "horizontal" and "vertical" high school physical geography review sample course examples,uses the developed diagnostic tools for teaching observation,through statistics on the index score rate,combined with the specific content of the course examples for in-depth analysis of the reasons leads to the following conclusions:on the whole,the current average high school natural geography review teaching level is "good" from the perspective of Big Ideas,but the method in natural geography review teaching has a weak role in cultivating students' ability to solve natural geography problems.Specifically,there are teachers' unclear disciplinary logic of content organization;teachers'inadequate literacy of geographic science;and the neglect of specific teaching activities and guidance feedback on geographic science thinking and geographic science methods in terms of teaching content,teaching methods,and teaching evaluation.Aiming at the six major problems presented in the teaching analysis conclusion,this article gives corresponding strategic guidelines,supplemented by specific teaching case descriptions:?In-depth interpretation of curriculum standards,mining "Big" logic of teaching;?DOverall design of teaching objectives,planning "Big" unit systematically;?"Big" situation carries a big concept,common case of original understanding;?Build a scientific cognitive model,"Big" exploration improve ability;?"Big" evaluation points to deep understanding,teacher feedback takes a stand;?Understand deeply discipline logic to enhance teachers' "Big" literacy.The characteristics and innovation of the article are reflected in the research theory that combines the Big Ideas with the research of geography teaching,and creatively proposes a new perspective on the application of review courses;the research method has developed a teaching diagnose tool of high school natural geography review course under the Big Ideas;In case selection,it is better to coordinate aspects such as breadth and depth of case selection.Of course,there are still problems that need more abundant lessons to enrich the basic data;to be tested strategies in practice to incubate classic lessons;the applicability of research conclusions is limited.Subsequent research can continue to carry out research on the revision of the index system of the classroom observation scale;combining the specific content of high school physical geography to deepen the research depth and broaden other aspects.