Teaching Design Of Geography Unit Based On Big Concept

The 21 st century is an era of knowledge economy,globalization and information.It is difficult to cultivate people who meet the needs of the times under the original educational concept.All-round advancement of the new curriculum reform is China's feedback to the needs of the times,and great changes have taken place from ideas to goals to teaching materials.Great concept is such an effective tool,which can better help teachers to cultivate students' core literacy in geography,and then achieve the educational goal of cultivating people by virtue.However,in front-line teaching,many senior high school geography teachers say they don't know what big ideas are,how to use them,and whether they are effective,thus ignoring the practice of big ideas.Therefore,this study attempts to take the "natural disaster" unit in high school regional geography as an example to explore the use path and effect of big ideas in geography teaching design,hoping to provide reference for high school geography teachers to use big ideas to organize teaching in daily teaching through their own practice.This research focuses on "how to carry out unit teaching based on big ideas in senior high school geography classroom".The full text can be divided into six parts:The first part is the introduction,which mainly analyzes the research background and significance of this paper,and expounds the research ideas of this paper.The second part is a literature review,which defines the concepts of "big concept" and the core literacy of geography,and summarizes and analyzes the current situation of theoretical and practical research on big ideas in the field of teaching at home and abroad.The third part is the investigation and analysis of the present situation.Through the investigation and interview with the geography teachers in the first-line high schools in Shanghai,we can know and the level they know about the big ideas and their confusion during the practise.The fourth part is the research and design.By combining the implementation path of unit teaching based on big ideas at home and abroad with the characteristics of high school geography and front-line teaching experience,the implementation path of unit teaching based on big ideas suitable for high school geography is designed.Based on the implementation path,a case of "natural disaster" unit teaching design based on the big concept is designed and implemented.The fifth part appraises the implementation of students' geographical core literacy and their academic achievements through process evaluation and summary evaluation,which provides effective reference and guidance for follow-up research.The sixth part is the conclusion and reflection of the thesis.