Research On The Large Unit Teaching Of Senior High School Geography Oriented To The Comprehensive Thinking Literacy

The comprehensive thinking is an important way of ability,which is pointed out in the 2020 revised high school geography curriculum standard,and it plays an important role in helping students comprehensively and systematically know geographical phenomena and help them to think,explain and predict geographical issues.It is one of the training goals that geography teachers should focus on.The comprehensive,systematic and progressive characteristics of large-unit teaching echo the comprehensive,holistic and systematic characteristics of comprehensive thinking.The teaching exploration of large-unit can achieve the goal of comprehensive thinking literacy cultivation and promote further reform and development of geography teaching.In this paper,by sorting out the domestic and foreign research status of“comprehensive thinking” and “large unit teaching”,and using the methods of investigation research,case study and teaching experiment.In order to achieve the goal of comprehensive thinking training,the current situation of comprehensive thinking training and large unit teaching were investigated in this paper,and thus a strategy for the implementation of large-unit teaching was proposed.Moreover,the optional compulsoryⅡ “Regional Development” of The Senior High School Geography PEP(2019)was taken as an example and the main research contents were as follows:The current situation of large unit teaching of geography based on the cultivation of comprehensive thinking was analyzed in this paper.According to the questionnaires of teacher and student,it was found that the comprehensive thinking level of students was unsatisfactory,and only 4.65% of students were at a higher level.Compared with traditional teaching method,more than 90% of students preferred large unit teaching methods,and more than 90% of teachers recognized the necessity of large unit teaching to cultivate comprehensive thinking,but there was a lack of teaching strategy guidance and case reference relate to large unit teaching.According to the current situation of investigation,the teaching strategies were put forward.This study aimed to improve comprehensive thinking literacy,and to settle the limitation that “teachers have no way to start due to the lack of relevant theoretical guidance”.The large-unit teaching strategy consisted of five steps: reconstructing a logically connected knowledge system,developing multi-dimensional measurable unit objectives,developing a reverse teaching evaluation based on integration of “teaching,learning and evaluation”,designing multi-task-driven teaching processes in real situations,and designing a large-unit tiered assignment for advanced thinking.Combined with teaching strategies,the “regional development” was taken as an example,and the exploration of teaching practice was carried out.First of all,according to the instructions of teaching strategies,a whole set of large-unit teaching process including “lesson preparation-teaching-homework arrangement” was designed,that was,the integration of large-unit knowledge(lesson preparation),large-unit teaching design(teaching),and the designing of large-unit homework(homework arrangement),to provide a reference for geography teachers to carry out large unit teaching in path and method.Secondly,The teaching experiments and the compile test questions were carried out to verify the effectiveness of large unit teaching on the cultivation of students’ comprehensive thinking.It was suggested that the large unit teaching was conducive to promote students’ comprehensive thinking literacy at a high level,and has a normal effect on the cultivation of low level comprehensive thinking literacy.