基于“教学评一致性”的地理大单元教学路径设计——以“水的运动”为例  

Instructional Design of Geography Large-unit Based on the Consistency of Teaching-Learning-Assessment——Taking "Movement of Water" for Example

作　　者：孙源成 常珊珊[2] SUN Yuancheng;CHANG Shanshan

机构地区：[1]山东省潍坊第一中学 [2]华中师范大学城市与环境科学学院,湖北武汉430079

出　　处：《天津师范大学学报（基础教育版）》2023年第6期75-80,共6页Journal of Tianjin Normal University(Elementary Education Edition)

基　　金：教育部人文社会科学2019年度青年基金项目“实践导向下我国职前教师课程能力的评价研究”(19YJC880004)。

摘　　要：面对地理核心素养培养的新目标,地理教学改革势在必行。基于“教学评一致性”的地理大单元教学是突破传统“课时主义”、“学—评”脱节的有效尝试,为核心素养视域下的课堂教学提供了新的思路。通过梳理“教学评一致性”与地理核心素养培育的关系,并以高中地理选择性必修1“水的运动”大单元为例,研究提出基于“教学评一致性”的地理大单元教学的实施路径:以大概念重构地理学习单元主题框架、依据核心素养目标制定教学评价清单、介入真实情境任务预设单元学习进程、建立单元档案深化反思升华核心素养。Faced with the new goal of cultivating the geographic key competencies,the reform of geography teaching is imperative.Geographic large-unit teaching based on the consistency of teaching-learning-assessment is an effective attempt to break through the traditional periods and study-evaluation disconnection.It provides new ideas for classroom teaching from the perspective of key competencies.The paper sorts out the relationship between the consistency of teaching-learning-assessment and the cultivation of geographic key competencies,and proposes the implementation path of geography large-unit teaching based on the consistency of teaching-learning-assessment.The large-unit called Water Movement in Selective Compulsory I of high school geography is used as a case.Units of study are restructured with big concepts,and geography instruction is designed.A new path for the implementation of geographic key competencies goals is explored.

关 键 词：地理核心素养 教学评一致性 大概念 大单元教学 

分 类 号：G633.55[文化科学—教育学]