Research On The Design Of High School Geography Teaching Objectives For Core Literacy

"General High School Geography Curriculum Standards(2017 Edition)" puts forward the basic concept of cultivating the core qualities of geography disciplines necessary for students.How to effectively implement the core literacy of geography in high school geography teaching practice has become the current deepening of high school new curriculum geography teaching reform Focus.In the effective geography teaching design based on curriculum standards,the teaching goal is not only the starting point of teaching activities,but also the destination of teaching activities and the basis of teaching evaluation.The teaching objectives have guided geography teaching for more than ten years in the form of three-dimensional objectives,and there have been more mature developments in the design of teaching objectives,but the setting of three-dimensional objectives has to some extent cut off the detection of geographic core literacy,which is required in the implementation of teaching.The design has a core literacy goal with integrated detection significance.Under this background,the research is based on the scientific classification of Bloom's education goal classification,Hounstein's education goal integration new classification and SOLO classification theory,and through the literature research method,questionnaire survey method,case analysis method and other research methods,the research points to core literacy.The construction of high school geography teaching goal design model,and draw the following conclusions:(1)Through literature research,it is concluded that the current research on teaching goals designing for geographic core literacy is insufficient.The design of teaching goals seldom reflects the cultivation of geographic core literacy.The design of geographic core literacy teaching goals has not yet formed a clear and systematic Research status of design path.(2)Through questionnaire survey and analysis,it is found that the three-dimensional goal is still the mainstream of the current teaching goal design.There are certain difficulties in the transformation of the three-dimensional goal: many teachers already have the concept of the three-dimensional goal transformation,but they have not been able to practice it in actual geography teaching.;Incomplete understanding of the teaching objectives of geographic core literacy,etc.The reasons for this situation are: the school did not provide teachers with systematic geographic core literacy training;teachers 'research and interpretation of the "General High School Geography Curriculum Standards(2017 Edition)" has not been thoroughly understood;the need to change from three-dimensional goals to core literacy goalsCertain theoretical guidance,but the current research in this area is not yet mature.(3)Based on the feasibility analysis of the research,determine the principles of construction of three modes of applicability,promotion,and advancement,and put forward the description of three-dimensional goals,merge three-dimensional goals,refine the core literacy of geographic subjects,and focus on learning advanced The design path of geographic core literacy goals In the specific analysis process,the three-dimensional target behavior verbs are selected by applying the Bloom educational goal classification and the new integration classification theory of Hounstein's educational goal.From the perspective of the interpretation of the core literacy of the geography discipline and the analysis of the disciplinary ability based on the core literacy,refine the core literacy of the geography discipline.Apply the combination of SOLO classification theory and geography industry quality standards to design advanced core literacy goals.Taking the "formation of air pressure zone and wind zone" and "spatial change of population" in physical geography and human geography as examples,the model demonstration was designed,and two courses of low-level and high-level geography literacy teaching goals were designed.The study aims to provide a design path with reference value from the perspective of the geographical core literacy goal design model for high school geography teachers to design teaching goals that point to the geographical core literacy.