Exploring the Teaching Path of Geography Unit from the Perspective of Core Literacy

DOI: https://doi.org/10.62517/jhve.202416504

Author(s)

Lei Zhang, Li Shi*

Affiliation(s)

School of Tourism, Taishan University, Taian, Shandong, China *Corresponding Author.

Abstract

In the context of the development of education in the new era, the cultivation of core competencies is the goal orientation and value pursuit of curriculum reform. The purpose of this article is to explore the specific path of geography unit teaching, comprehensive use of methods such as questionnaire surveys and on-site interviews. It was found that the current middle school geography curriculum focuses on classroom teaching habits, with scattered teaching content and an incomplete knowledge structure system for students, making it difficult to cultivate and train subject innovation ability and thinking. With the further development of the new curriculum reform, it has become a hot topic in the education sector for geography teachers to promote the cultivation of students' core competencies in geography by conducting geography teaching based on geographical units. Optimizing and integrating geography teaching content centered around large units is beneficial for students to better understand the essence of geography curriculum. The overall teaching of large units guided by core geographical literacy can effectively enhance students' ability to summarize and apply knowledge, help them establish a good learning system, form a more scientific and systematic thinking framework, and enable students to actively explore the connections between geographical problems and master solutions in the learning process, fully demonstrating their subject status. This study can provide suggestions and references for exploring the teaching path of geography in junior and senior high schools.

Keywords

Core Competencies; Geographic Unit; Teaching Path; Geography Teaching in Junior and Senior High Schools

References

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