Research On The Teaching Design Of Large Units In Geography That Points To Core Literacy

Traditional geography teaching design is often based on the specific arrangement of teaching content in the textbook unit,this conformist design concept has many drawbacks in highlighting student subjectivity,stimulating students' enthusiasm for learning and cultivating learning habits,which is not conducive to students' overall realization of knowledge mastery and then the formation of geography core literacy.With the deepening of the reform of geography curriculum,it advocates the integration of knowledge to carry out scenario teaching,attaches importance to the cultivation of core literacy in geography,and realizes the transformation from "knowledge-based" to "literacy-based".Obviously,the traditional teaching design concept is difficult to meet the requirements of implementing the core literacy of geography,so the reform of geography teaching design is imminent.From the perspective of class type classification(new teaching and review course),this paper explores the construction of a large unit teaching design path for geography that points to core literacy.First,through a large number of literature studies,the current situation of domestic and foreign research in terms of core literacy,teaching design of large geographical units,and geographical core literacy is summarized,and the research direction of the construction path of geographical large units that points to core literacy is determined,and the relevant concepts and theoretical foundations are expounded.Second,the questionnaire survey method is used to understand the implementation of the core literacy of geography in China's current high schools,and the degree of understanding of geography teachers for the teaching design of large units.Through the teacher questionnaire survey,it was found that in the past geography teaching,it was difficult to implement the cultivation of geographical core literacy,and although teachers had a certain theoretical understanding of geographical core literacy,they mostly stayed on the surface and failed to conduct in-depth research on geographical core literacy.If we want to change the current situation in which the cultivation of core geography literacy is not optimistic,the change of teaching design concept has become a top priority.The large unit teaching design concept emphasizes the integration of knowledge,and promotes the learning of geographical knowledge with big concepts and big tasks,which is the most effective way to implement the core literacy of geography at present,and has become the focus of research.In order to implement the core literacy of geography,this paper identifies the research theme as the teaching design of large units of geography that points to core literacy,and refines the teaching design research of large units into two types of new teaching and review courses.Analyze the differences and connections in the teaching design path,in order to make the new geography lecture and the large unit teaching design of the review class form an educational synergy,and jointly promote the implementation of the core literacy of geography.Third,the case analysis method was used to carry out a case study of the teaching design of large units of geography that points to core literacy,and a large unit teaching design case of new teaching and review courses with the theme of "Four Seasons of The Five Plains" as the theme,and based on the core knowledge of "Atmosphere on Earth" covered by the theme,the teaching design path of new geography teaching and review courses of major units of geography pointed to core literacy was completed.The teaching design of the geography large unit that points to core literacy establishes an evaluation target system based on the expected learning outcomes and structures the curriculum knowledge around the big concepts.The appeal of teaching design is no longer just the mastery and memory of knowledge points,but also the promotion of students' core geographical literacy under the big concept and big task.The course structure is complete and specific,and the detailed and appropriate presentation of difficult knowledge makes it easier to achieve the corresponding geography teaching objectives.