大单元教学视域下地理思维模型的构建——以初中区域生态治理为例

Construction of Geographical Thinking Modelfrom the Perspective of Large Unit Teaching:A Case Study of Regional Ecological Governance in Middle School

大单元教学视域下地理思维模型的构建区别于传统以章节、课时为基础的地理思维模型构建,强调打破教材单元、教学内容和课时等局限,重组知识体系,结合知识逻辑,组建思维模型。本文从知识结构、问题解决和认知方式3个维度分析大单元教学视域下地理思维模型的构建优势,提出利用地理眼处理教材逻辑体系、以“人地关系”为主线进行模型构建和精心设计问题链引导学生区域探究的建模策略,并以初中区域生态治理为例构建区域生态治理普适性模型和黄土高原环境保护案例模型,以帮助学生厘清基于大单元教学的地理思维模型构建过程。

Construction of geographical thinking model from the perspective of large unit teaching is different from the traditional construction of geographical thinking model based on chapters and class hours.It emphasizes the importance of breaking the limitations of teaching material units,teaching contents and class hours,restructuring the knowledge system,combining with knowledge logic and establishing a thinking model.This paper analyzes the advantages of constructing geographical thinking model from the perspective of large unit teaching in three dimensions:knowledge structure,solution of problems and cognitive approach.It proposes the construction strategies of employing geographical views to handle the logical system of textbooks,focusing on the“human and land relationship”as the main line of model construction,and designing problem chains elaborately to guide the regional exploration of students.Furthermore,taking the regional ecological governance of middle school as an example,a universal model of regional ecological governance and a case model of environmental protection on the Loess Plateau are built to help students clarify the process of building a geographical thinking model based on large unit teaching.