Research On The Teaching Design Of Geographical Unit Under PBL Mode

In recent years,many domestic scholars have carried out research on the"problem-based teaching model(PBL model)",and have conducted different levels of discussion on the application advantages of the PBL model and the degree of compatibility with the curriculum concept.However,there are still many questions about how to truly apply the PBL model to actual classrooms and how to make full use of the PBL model to improve the efficiency of classroom teaching.At the same time,unit teaching designs that conform to the overall teaching concept have also been continuously developed.The unit instructional design plays an important role in the construction of students' overall knowledge system and the improvement of students'problem-solving ability.However,how to present the unit instructional design and how to give full play to the value of the unit instructional design are still important issues that need to be considered and solved.In this context,the author combines the two,uses the PBL model to guide the unit instructional design,and implements the PBL model through the unit instructional design,in order to achieve the effect of"1+1>2".Based on this,the research of this article has reached the following conclusions:Firstly,the instructional design of geographic units guided by the PBL model has both theoretical and practical significance.From a theoretical point of view,it is conducive to enriching the theoretical basis of unit instructional design and provides a broader theoretical perspective for PBL model research;from a practical point of view,unit instructional design under the guidance of PBL model is helpful to help students master complete knowledge System;is conducive to cultivating the core literacy of students;conducive to improving the professional skills of teachers.Secondly,the teaching design of geographic units under the PBL model has the characteristics of condensing core knowledge,infiltrating core literacy,building a system framework,presenting problem forms,and real and interesting situations.Compared with the traditional unit teaching design,the unit teaching design guided by the PBL model emphasizes creating a learning situation for students before the start of teaching,creating a learning atmosphere,enabling students to start learning in a real and interesting learning situation,and emphasizing the presentation of the book in the form of questions The main learning content of the lesson guides students to master system knowledge,develop key abilities,and improve core literacy in the process of independent learning and cooperative exploration around key issues.Thirdly,from the survey of the current situation,it is found that students are more supportive of using the PBL model in unit instructional design,but their grasp of the"atmospheric" unit knowledge system is not complete.At the same time,the survey shows that most teachers believe that the unit instruction design is based on the PBL model.In line with the requirements of the new curriculum reform,it is conducive to the improvement of students' core literacy level.However,the problem-based teaching model is in the developing stage,and the teachers themselves are not thoroughly digging out the teaching materials,which leads to the difficulties in the actual operation of the teachers.Fourth,the teaching design of geographic units under the PBL mode should follow the principles of integrity,orderliness,feasibility,problematic principles,developmental principles,evaluability principles,etc.,and explicit curriculum standards and teaching design can be adopted.The methods of problem-oriented,contextualized problem design,prominent student body,and diversified evaluation methods must also follow some basic procedures:(1)sort out the knowledge logic according to the requirements of the curriculum standard;(2)reconstruct the knowledge system and arrange teaching Sequence;(3)Determine teaching goals and clarify learning tasks;(4)Create learning situations and improve content design;(5)Carry out problem design based on learning content;(6)Evaluate the design results and verify that the goals are achieved.Fifth,the case design of the "atmosphere" unit should be based on the analysis of curriculum standards,textbooks,academic conditions,and core literacy.The core issues of the unit,the driving issues of the unit,and the content of the unit should be designed in sequence."Atmosphere" unit teaching target design,teaching method design,teaching context and content design,evaluation target design sequence to expand the case design.