Exploration of Large Unit Teaching Based on the Major Concepts of Geography—Taking “Water Cycle” as an Example

伴随着基础教育教学改革的深入展开，打破传统的“单元”、“课时”教学的教学组织方式，按照学科“大概念”开展“大单元”教学是实现“知识本位”向“素养本位”转型的必由之路，更是帮助学生形成知识体系，实现地理综合思维培养的重要举措。文章发现虽然高中地理师生都认可地理学科大概念下的大单元教学方式，但就如何进行教学组织仍存在认知盲区，从而导致实践应用不力。鉴于此，文章以“自然界中的水循环”一节的教学为例，提出了基于整体，凝练单元教学大概念、知识迁移，结构化教学内容、综合考量，确定单元教学目标、情境介入，单元教学过程深度化、过程导向，提升教学评价质量等基于地理核心素养培养的学科大概念下的大单元教学策略。With the deepening of basic education teaching reform, breaking the traditional teaching organization method of “unit” and “class hour” teaching and carrying out “big unit” teaching according to the “big concept” of the subject is the only way to achieve the transformation from “knowledge-based” to “literacy-based”. It is also an important measure to help students form a knowledge system and cultivate comprehensive geographical thinking. This article finds that although high school geography teachers and students recognize the large unit teaching method under the concept of geography, there are still cognitive blind spots on how to organize teaching, which leads to inadequate practical application. In view of this, this article takes the teaching of “Water Circulation in Nature” as an example and proposes a teaching strategy based on the overall concept of unit teaching, condensed unit teaching concepts, knowledge transfer, structured teaching content, comprehensive consideration, determination of unit teaching goals, situational intervention, deepening and process-oriented unit teaching processes, and improving teaching evaluation quality under the discipline of cultivating geographical core literacy.