The Overall Construction Of High School Geography Special Subject Teaching Based On Core Literacy

With the promulgation of the general high school geography curriculum standard(2017 Edition)(hereinafter referred to as the curriculum standard),all primary and secondary schools began to practice the new curriculum reform.Chinese experts and scholars actively explored how to better reflect the era background of "core literacy" in the classroom teaching process.In this process,experts and scholars found "special teaching" It can promote the transformation of the classroom,integrate the knowledge,and help teachers to cultivate students' core literacy in teaching practice.The whole construction of special subject teaching takes core accomplishment and teaching materials as the starting point,clarifies the requirements of different levels of examinations,pays attention to the whole construction of knowledge,promotes in-depth learning,and achieves the needs of cultivating talents with innovative spirit and practical ability.At the same time,teachers can master the arrangement of teaching content according to their own needs,so that all kinds of teaching methods can play a full role,so that new teaching ideas can be put into practice.Based on the above reasons,considering that in recent years,the investigation of"agriculture" knowledge is becoming more situational and comprehensive,and teachers need to adjust their teaching strategies,this paper studies the overall construction of high school geography thematic teaching based on the background of core literacy,and takes "agriculture" as an example to design.Specifically,it includes the following three parts:First,using the literature research method,the paper defines the relevant concepts and meanings,summarizes the research status of the core literacy and thematic teaching at home and abroad,and finds that there is less research on the implementation of the core literacy to the thematic teaching of geography and humanities,and the lack of the overall design of thematic teaching.Second,using the questionnaire survey method,taking senior high school teachers as the main research object,through the questionnaire on the overall construction of core literacy and special teaching,it is found that senior two and senior three teachers still lack the understanding and implementation of core literacy,lack the concept of knowledge overall construction and learning sentiment analysis,and less available teaching resources.Thirdly,based on the constructivism learning theory,cognitive discovery learning theory and meaningful learning theory,and according to the problems found,taking the "agriculture" project as an example,the overall construction design of the project teaching is carried out,that is,the analysis and summary of Tianjin's qualification level examination questions and college entrance examination questions in recent years,and the analysis of the research direction of core literacy and knowledge in different levels of the project;and Setting the vertical and horizontal teaching objectives of the special topic;developing the teaching resources of the overall construction of the special topic teaching,defining the basic knowledge of the special topic;designing the learning evaluation,obtaining the teaching feedback;take the second round review of senior high school as an example for teaching design and the second round review of senior high school as an example for teaching design.Through the whole construction of special subject teaching,the whole construction of knowledge is realized,and the core literacy is implemented in each teaching link,so that the teaching occurs in the real situation,and promotes the real and active learning.Through the research on the whole construction of special subject teaching,it has certain theoretical and practical value to promote the generation of core literacy,the construction of special subject knowledge system,the implementation of the four core literacy of geography,the promotion of students' deep learning,the improvement of teachers' ability to control the new teaching materials,and the whole construction of special subject teaching.However,this research is not based on a higher perspective,because of the time problem,it is not practiced in the front-line teaching.In the next step,through the practice in the later stage,the research content can still be continuously optimized,and it can also be applied in other disciplines.