Research On The Teaching Design Of High School Geography Unit From The Perspective Of Big Concept

In January 2018,the Ministry of Education promulgated the curriculum plan for ordinary senior high school(2017 Edition),marking another advance of China's new curriculum reform.The program not only condenses the core literacy of the subject,but also takes the cultivation of students' core literacy as the focus of high school teaching tasks,and emphasizes the optimization of curriculum structure with the core of the big concept of the subject.Big concept refers to the organized and structured knowledge model and method that is at the core of the subject and represents the essence of the subject.Therefore,in high school geography teaching,big concept of geography can help students understand the basic viewpoints,research methods and thinking modes of Geography through its powerful leading and explaining role,At the same time,students' understanding and application of geographical concepts can reflect the essential requirements of geographical core literacy.Therefore,this study believes that the unit teaching design from the perspective of the big concept of geography is an important way to cultivate senior high school students' Geography core literacy,and for this reason,taking the unit teaching design as the research object,based on the big concept of geography,designs the unit teaching design scheme for cultivating senior high school students' Geography core literacy.The main research results are as followsFirstly,it is the basis of the research.Through literature research,it combs the research status of "core literacy and geographical core literacy","big concept and geographical big concept","Unit Instructional Design" and "geographical unit instructional design from the perspective of big concept" at home and abroad,and finds that there is a lack of research on Unit Instructional Design from the perspective of big concept at home and abroad.At the same time,the core concept is defined,and the big concept is the clue to connect the unit content;Unit is the smallest unit for teachers to prepare lessons and have lessons;Unit teaching is the way to implement the core literacy,and combs the relationship between the core concepts.Secondly,according to the system science theory,reverse instructional design theory,combined with Ausubel's advance organizer theory,this paper constructs the high school geography unit instructional design path based on the perspective of geography big concept:(1)take the top-down or bottom-up path to extract the geography big concept;(2)Building unit teaching content system based on big concept;(3)Based on the geography curriculum standards,we study and deconstruct the curriculum standards,and express the specific measurable unit teaching objectives based on the characteristics of unit content objectives and learning situation;(4)On the basis of unit teaching objectives,the paper seeks for reliable evidence to evaluate students' learning results and designs expected teaching evaluation indexes;(5)With the theme as the guide,the teaching situation is built,the theme teaching process is designed,and the students' Geography core literacy is cultivated in the unit activities.Finally,taking the natural unit of "vegetation and soil" and the autonomous unit of "evolution(taking lakes as an example)" in geography 1 of new education press as examples,this paper attempts to use the obtained strategies to mine the geographical concepts of different units and build the unit content system.This paper designs a hierarchical and operable unit teaching objective,and designs the unit teaching evaluation and teaching process of the two units in combination with the reverse instructional design theory.On the one hand,it tests the feasibility of the strategy,on the other hand,it provides some reference for the front-line high school geography teachers in the actual unit teaching design process.The characteristic and innovation of the paper is that the topic selection combines the hot spot and reality of basic geography education research,combines the teaching of big concept with the teaching of unit,and creatively puts forward a new perspective of unit teaching design,in the selection of teaching cases,Different Unit types are considered comprehensively,and the breadth and depth of case selection are coordinated.Of course,there are still some problems to be solved,such as how to test the unit instructional design strategy from the perspective of big concept,how to design typical lesson examples,how to enrich practical application cases,how to deepen and extend the research.