Research On Teaching Strategy Of Geography Unit Under The Concept Of Discipline

The 21 st century is an era of knowledge-based economy,globalization and information technology.It is difficult to train people who meet the needs of The Times under the original education concept.The comprehensive promotion of the new curriculum reform is China’s response to the needs of The Times.Earth-shaking changes have taken place in concepts,goals and teaching materials.In order to better adapt to the needs of The Times and education,and promote the all-round development of students,a variety of teaching means should be adopted.Big concept is one of the effective means.This way can better assist teachers to cultivate the core quality of students’ geography,and then achieve the purpose of cultivating moral and human education.At present,many areas in China have begun to use this method in the senior high school geography curriculum reform,and achieved certain results.However,in front-line teaching,many high school geography teachers say that they do not know what big concepts are,how to use them,or whether they can be effective,so they neglect to practice big concepts.Therefore,through the analysis of the problems in high school geography class and the connotation of the big concept,this paper puts forward the corresponding countermeasures and suggestions.At the same time,unit teaching is more conducive to the development of students’ core literacy than class time teaching,which conforms to the core literacy framework of Chinese students’ growth.Therefore,this study attempts to explore the use path and effect of big concepts in geography teaching design by taking the unit of "Surface Shape Shaping" in Optional Compulsory Course 1 of Human Education Edition(2019)as an example,hoping to provide references for high school geography teachers to use big concepts to organize teaching in daily teaching through their own practice.Based on the action research method,this study focuses on "How to carry out unit teaching based on big concepts in high school geography class".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,expounds the basic research of this paper,combs the research status of "big concept" and "unit teaching",summarizes and analyzes the theoretical and practical research status of big concept in the field of teaching at home and abroad.At the same time,the main research ideas,research content and research methods of this paper are expounded.The second part defines the concepts of "big concept" and "unit instructional design",and explains the theoretical basis involved in this research.The third part is the investigation and analysis of the current situation.Through the questionnaire survey of first-line high school geography teachers in Hohhot,we understand their understanding of the big concept and unit teaching,their cognitive status and application,as well as the confusion encountered in the actual teaching and application process.The fourth part is the case analysis,through the unit teaching design based on the big concept about "surface shape shaping" case analysis,the enlightenment of unit teaching design based on the big concept,to provide a certain reference for the subsequent teaching design of this paper.In the fifth part,the unit teaching design case of "surface shape shaping" is designed and implemented,and the general path of unit teaching design based on big concepts is summarized,namely,(1)extracting the big concept of subject,(2)selecting teaching units,(3)integrating teaching material content,(4)analyzing learning situation,(5)determining the unit teaching objectives,and(6)designing the unit teaching process,(7)Unit teaching evaluation design.The sixth part is the research conclusion and reflection.