Research on Instructional Design for Cultivating Geographic Comprehensive Thinking from the Perspective of Large-Scale Unit Teaching: A Case Study of the Transformation of Maoming Open-pit Mine Ecological Park
Abstract
review stage, this study attempts to take the "ecological restoration of Maoming open-pit mine" as an integrated context and construct a
large-unit instructional design that runs through the logic of "resource-industry-city-ecology-sustainable development". Based on the cur
riculum standards, textbook content and analysis of regional real cases, the study introduces the "life cycle of resource-based cities" as
the knowledge organization clue and designs a progressive question chain to cultivate students' geographic integrated thinking. Through
teaching tasks such as "redrawing the life cycle curve, exploring the question chain, and comprehensive evaluation", a reusable structured
design paradigm for senior three review courses is formed. The study holds that process-based cases can effectively integrate the core con
cepts of the structural optimization unit and promote students to form an integrated thinking path of description, explanation, evaluation
and transfer in a continuous context.
Keywords
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DOI: http://dx.doi.org/10.70711/neet.v4i5.9269
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