Instructional Design And Implementation Of High School Geography Unit That Point To Deep Learning

Under the background of the information age,shallow learning based on memorizing knowledge and teaching with an excessive focus on lesson goals can no longer possible to meet the needs of social talent training and students' personal development.In order to promote the implementation of education reform and solve the problems encountered in the current teaching of geography subjects in high schools,schools and teachers urgently need to change their educational concepts and teaching methods,and actively carry out deep learning in which students actively participate,understand knowledge,solve practical problems and integrate reflection.Integrated unit teaching is an important teaching method to guide students to achieve deep learning.This paper conducts research on the design and implementation of high school geography unit teaching that points to deep learning,with a view to promoting the application of unit teaching pointing to deep learning in the teaching of high school geography subjects,helping students to systematically grasp geography knowledge,promoting the improvement of students' core geography literacy,and providing reference for related research and practice.First of all,through reading and analyzing the existing relevant research results,the connotation of deep learning and unit teaching is clarified,the convergence point between the two is found,and the relationship between unit teaching and core literacy that points to deep learning is determined.On this basis,it is found that geography teachers deeply understand the core literacy of geography and the value of geography education is a necessary prerequisite for effectively guiding students to achieve deep learning in geography.Then,through the interpretation of the core literacy of geography and the value of geographical education,the connotation of geographical deep learning is further clarified.Secondly,combined with the elements of unit teaching design and the traditional geography teaching design architecture,constructed a high school geography unit instructional design architecture based on Ub D that point to deep learning,and the seven design steps of " Identifying the main line of unit teaching-Analyzing the teaching background of the unit-Setting literacy-oriented unit learning objectives-Condensing the leading unit theme-Designing continuous unit learning evaluation-Arranging challenging unit learning activities-Dividing the relevant lesson time teaching" are determined.Through the analysis of unit teaching cases in journals and teaching and research network training activities,the specific methods of each link of design are elaborated.Finally,based on the teaching design link of the high school geography unit that points to deep learning,the relevant contents of "water cycle" and "flood disaster" in the first volume of the 2019 edition of the People's Education Press high school geography compulsory course were integrated,designed a unit teaching with the theme of " Earth is not the only way to prevent flood ",and carried out practical teaching and reflection,the main points of teachers to guide students to achieve deep learning are proposed: to guide students to deep learning with teachers,to create sufficient time and space conditions for deep learning,to provide sufficient supporting materials for deep learning,and to make students truly become the main body of learning.Based on the two levels of schools and teachers,put forward implementation suggestions to promote the implementation of high school geography unit teaching: the school should incorporate it into the teaching and research plan,create a research atmosphere,realize the deep integration of teaching improvement and normal teaching,carry out practice-oriented micro-research to solve real problems,carry out precinct linkage cluster teaching and research,attach importance to students' perspectives and understand the truth of learning.Teachers should grasp the requirements of the concept of the new geography curriculum,participate in the joint discussion of the teaching and research team,improve the professional quality of teachers,carry out leading teaching and research practice,and implement continuous teaching and research reflection.