Study On The Unit Teaching Design Of High School Geography

Based on the comprehensive development of students,the core quality stipulates the character and ability that students should have after learning each subject.It is distinctive and comprehensive and has become the key link of the new round of curriculum reform.Geography Curriculum Standards for General High Schools(2017 edition)put forward the core literacy of geography.However,how to implement students' core literacy of geography in the actual classroom teaching has become a puzzle for geography teachers.Some scholars put forward that unit teaching design can cultivate students' core literacy from the perspective of knowledge integration.They believe that unit teaching design integrates unit contents from the perspective of unit integrity,so that students can receive a complete knowledge system.Relatively speaking,the traditional teaching hour design breaks the integrity of knowledge,and can not cultivate the core quality of students effectively.Therefore,from the perspective of knowledge integrity,unit teaching design has unique advantages in cultivating students' core qualities.To sum up,this paper carries out research on high school geography unit teaching design to clarify the methods and steps of unit teaching design,so as to provide reference for front-line teachers to carry out unit teaching design.This paper first through the literature method of unit teaching design theory research,on the one hand,the understanding of domestic and foreign scholars on the research progress of unit teaching design,on the other hand,based on each scholar on the depth of unit teaching design theory and method of thinking unit teaching design how to practice in the high school geography class.Secondly,the methods and steps of unit teaching design are elaborated through content analysis and literature method,including five steps: selecting unit teaching content,analyzing unit teaching elements,determining unit teaching objectives,designing unit teaching cases,evaluation,reflection and improvement.According to the steps of unit teaching design,this paper chooses the chapter of "Earth's atmosphere",a compulsory course of high school geography in PEP edition to do unit teaching design,and uses case analysis method to further explain the methods and steps of unit teaching design.Finally,combining theory with practice,the high school geography unit teaching design case was implemented in the geography teaching of two classes of Grade One in the school where the author practiced,and the implementation effect of unit teaching design was understood through student evaluation,teacher evaluation and self-evaluation.This paper evaluates students' learning effect by means of unit test questions and classroom observation.After multiple evaluations,it is concluded that high school geography unit teaching design can improve students' learning effect to a certain extent and promote the formation of students' core accomplishment of geography.In this paper,the teaching design of geography unit in high school has been tested in the classroom teaching and has achieved good teaching results.Although the unit teaching design integrates the knowledge structure,avoids the fragmentation of knowledge,and is conducive to cultivating students' core literacy of geography,teachers should combine the actual teaching,comprehensively consider the learning situation,rationally design the unit teaching cases,and pay attention to the capacity of unit knowledge and the assignment of class hours in actual teaching.