Research on Unit Teaching Design of Senior High School Geography Under the Guidance of Big Concepts
DOI:
https://doi.org/10.18063/lne.v3i6.1134Keywords:
Guidance of big concepts, Senior high school geography, Unit teaching designAbstract
With the continuous development of educational reform, research on unit teaching design of senior high school geography under the guidance of big concepts has become a key path to improve teaching quality and students' core literacy. Based on this, this paper deeply explores the significance of such research and the practice of unit teaching design of senior high school geography under the guidance of big concepts, taking "natural disasters" as an example, aiming to better promote students' in-depth learning and enhance their geographical spatial thinking, comprehensive analysis and problem-solving abilities.
References
Li L, Lin J, 2024, Thematic Unit Teaching Design of High School Geography from the Perspective of Big Concepts— Taking "Sustainable Development of the Bohai Sea" as an Example. Reference for Middle School Geography Teaching, 2024(36): 12-15.
Luo W, 2024, High School Geography Unit Teaching Design from the Perspective of Big Concepts— Taking the Unit Teaching of "Regional Sustainable Development of the Qinghai-Tibet Plateau" as an Example. Reference for Middle School Geography Teaching, 2024(21): 44-47.
Lu Y, Li W, Li C, 2024, High School Geography Unit Teaching Design Guided by Big Concepts— Taking "Urban Development" as an Example. Reference for Middle School Geography Teaching, 2024(11): 34-37.
