Research On The Organization Of Teaching Content Based On Big Concepts Towards Core Literac

With the widespread application of information technology,the total amount of human knowledge is increasing exponentially,and the future society will inevitably be filled with unknown and severe challenges,posing higher requirements for education.The "Curriculum Plan and Curriculum Standards for Compulsory Education(2022 Edition)" issued by the Ministry of Education in April 2022 clarifies that future curriculum reform should be oriented towards core literacy,change the previous knowledge based education ecology,and shift to the cultivation of high-level abilities based on literacy.This requires a fundamental transformation of students’ learning methods,and teachers’ instructional design plays a pivotal role in this transformation,The organization of teaching content is the key to effective teaching by teachers and deep learning by students.Based on interviews with frontline teachers and relevant literature research,the author found that there are still some problems in the organization of current classroom teaching content: insufficient structural degree,which is not conducive to the overall development of students’ thinking;Indulge in the comfort circle of the knowledge center,and confine the classroom to shallow learning;The decontextualization of teaching content hinders knowledge transfer and application.Investigating the reasons,it can be found that many teachers’ selection and organization of teaching content still pursue comprehensive knowledge coverage and one-way transmission,blocking the creation of learning situations and the exploration of subject tasks;Students lack the opportunity to think deeply in their learning,cutting off the development of structured abilities;Knowledge has lost its original vitality and flexibility,making it difficult for students to enter deep learning,and flexible cross-cultural,cross time,and cross situational transfer applications are beyond discussion.Therefore,it is an important task and challenge for teachers to seek new forms of teaching content organization and utilize teaching content organization methods that conform to students’ psychological logic and learning interests to promote students’ deep understanding.This study adopts the methods of literature research,interview investigation,and case analysis.Through a series of research and findings,it deeply reveals the necessity and practical possibility that big concepts can provide ideas for the organization of teaching content and thereby empower the classroom.Based on this,by systematically sorting out the connotation,characteristics,and development context of the big concept,it is found that the big concept can become a bridge and intermediary transformation mechanism between classroom teaching and core literacy,and its dominance,persistence,and transferability can provide a good opportunity for the cultivation of students’ expert thinking and high-level abilities;Based on system theory,constructivism theory,deep learning theory,and Ub D theory,it explores the organizational mechanism of the teaching content of the big concept,and constructs corresponding paths from four aspects: organizational basis,organizational principles,organizational procedures,and organizational framework,so that teachers can use the big concept to structurally integrate and reorganize the classroom teaching content,To form a network of scattered knowledge points linked by big concepts and present them to students in the form of big questions and big tasks,so that students can think like experts;In addition,the author combines specific cases to achieve the integration and iteration of theory and practice,providing reference and reference for front-line teachers;Finally,suggestions and guarantees are put forward for the implementation of the organization of the teaching content of the big concept from three levels:attaching importance to the top-level design of the school curriculum,strengthening the construction of the concept and institutional environment;Strengthen teachers’ awareness of big concepts and promote the steady advancement of the classroom;Highlight the practicality of the discipline and promote students’ deep understanding.