Explain how to teach around big concepts

1. Refining the big concepts pointed to by some contentsWhen facing the specific teaching content, we should first examine the identification of the teaching materials and determine the big concepts and corresponding specific concepts pointed to in this teaching content and this unit.

2. Adopt the method of upper and lower learning to design teaching.

The construction of a big concept requires the support of multiple typical facts and specific concepts, and for each typical fact and specific concept provided in the textbook, it is necessary to adopt the way of learning from top to bottom to design the teaching.

In the current state of social development, it is not only necessary to carry out classroom teaching around the big concept, but also to take various online courses, which can be jointly applied online and offline.

It doesn't have to be around big concepts when teaching, as long as it is a way for children to be able to accept knowledge faster, it is a good way to teach.

Focusing on the teaching of big concepts, that is, the teaching of big problems, grasping the central problem of a lesson, being able to sign a problem to drive the solution, the process of this problem in teaching, and the big problem of a lesson. There may be one or two big concepts, not many.

Explain how to carry out teaching around the big concept, teaching around the big concept is macro control, is the national policy education policy, in the teaching, they should be refined to all links, starting from the details, starting from the knowledge points, so that students can accumulate knowledge and learn skills.

Focusing on the big concept of teaching is to cultivate the development of students' all-round quality, and the all-round development of morality, intelligence, physical fitness, art and labor, so divide these aspects into several small aspects, and each education should be carried out around the comprehensive quality training.

Teaching around you is in the teaching process, in which you have to form a concept and have your own professional requirements and qualities.

Teach around big concepts. It is necessary to observe the main content and central idea in the whole process of the lecture.

Well, if you want to teach around big concepts, then you have to focus on the outline, and he will give a scope of the outline.

When you teach, you must talk about the concepts, so that the children can understand from the concepts, and then start the pharmacy.

8 Some big concepts are some basic concepts, so it is difficult for others to understand, so they can only talk more and talk more.

You can put the big concept in the middle, and then use the big concept to lead to a lot of small concepts, and then teach.

I think that teaching around the syllabus and concepts must respect the development of students' personalities.

The big concept is that with the development of informatization, teaching is more than the embodiment of the most **.

Take the lesson "Animal Behavior" in junior high school biology as an example.

Teachers teach according to the animal's feeding behavior, defensive behavior, aggression behavior, domain behavior, rhythmic behavior, and reproductive behavior, and for each behavior, the definition of animal behavior is first given, and then the meaning of this behavior to the animal is analyzed.

This kind of teaching is based on the learning of each specific behavior of animals as an independent unit, and the 40-minute lesson is spliced together by 6 "micro-lessons" with a duration of 5 to 6 minutes, and the behavior of different animals remains in the students' minds as isolated facts, which is bound to be fragmented knowledge.

If the teaching revolves around the general concept of biology, "animals adapt to the changing environment with the help of behavior, and improve the chances of survival and reproduction", the specific feeding behavior, defensive behavior, and rhythmic behavior of these different animals will be deeply linked.

Application of the big concepts of the discipline

The concept of discipline refers to the more essential and core concept or idea behind the knowledge of specific disciplines, and the concept of discipline establishes the vertical and horizontal connections between different disciplines.

It is an important way to transform knowledge into ability by analyzing the teaching content, determining the unit, systematically planning the advanced teaching objectives around the big concept, determining the unit teaching structure, and implementing the unit teaching evaluation from the perspective of the big concept.

In the context of the new round of education and teaching reform, the concepts of "understanding first" and task-based learning in real situations have been gradually integrated into regular education and teaching.

This activity week takes the large-unit classroom teaching design as the starting point, and strives to implement advanced concepts such as "task-driven", "unit design" and "one lesson, one gain" into the normal classroom, and is committed to solving the core problems that plague classroom teaching.

Based on the "three new backgrounds" of the new curriculum standards, new textbooks and the new college entrance examination, and according to the teaching concepts of big concepts and large units advocated by Chinese theme learning, the unit is redefined and designed with students as the center, and the internal connection between each module of the unit is constructed, so as to acquire knowledge in a structured and contextualized way and a practical, subjective and project-based learning style.

The four teams provided different styles of unit design solutions based on the common concept and contributed 42 colorful and characteristic lesson examples. The seminar activities were combined online and offline, offline team advantages were used to study and grind classes, and online "main teacher" posture was displayed in a centralized manner, and everyone brainstormed to truly realize "turning individual wisdom into collective wisdom and individual strength into group strength".

Discussion on the overall review of the unit under the guidance of big concepts.

On November 4, 2021, the teaching and research activity of English subject in Jianye District with the theme of "Unit Holistic Teaching under the Guidance of Big Concepts" was held in Nanjing Hexi Foreign Chinese School. Zhang Lining, teacher and researcher of Jianye District Teacher Development Center, Su Min, principal of Nanjing Lixian Primary School, Fan Yuzheng, vice principal of Ding Liangliang of primary school, Zhu Weibing, director of English group, and representative teachers of various schools attended and participated in this teaching and research activity, which was presided over by Yingying, a teacher from Nanjing Hexi Foreign Chinese School.

The above content refers to the overall review and teaching seminar of the unit under the guidance of Nanjing Jianye Education - Big Concept.

The above content refers to China Education News Network - using "big concepts" to solve the teaching problems of Chinese units.

The big concept nouns are explained as follows:

Big concepts do not refer to specific concepts, but to the underlying logic and core ideas hidden in the depths of knowledge. It is a high-level generalization of the internal relationship and laws between things. It has the characteristics of high generalization, abstraction and universal applicability.

There are different levels of big concepts, including major concepts of disciplines, large concepts of fascicles, and big concepts of box topics, which are principles, ideas and methods with transfer value. What we often call unit teaching is actually a kind of big concept teaching.

Big concept teaching refers to the most essential and valuable subject content in a subject area. "Big concepts" are often used in a declarative form to express an idea that biological diversity and adaptability are the result of evolution.

This is the idea or opinion of scientists after being verified by Wise Oak. To carry out the teaching of big concepts, it is necessary to jump out of the inertial thinking of the front and side points of knowledge, and investigate the essential relationship of each knowledge point, so as to extract the big concepts. Reference syllabuses are necessary and effective, and the new version of the syllabus embodies the concept of big concepts.

Under the guidance of big concepts, the integration of teaching content and the creative use of teaching materials are the tasks that must be completed.

In fact, there are many scholars who have mentioned the importance of big concepts, but the wording is different, such as Dewey's mention of the importance of "concepts" to migration.

To a certain extent, the realization of migration is based on the continuous generation of concepts, when we face the unknown, it is the known that we can rely on to think, and every time we explore the unknown, there will be new concepts generated, in other words, without concept generation, we cannot get migration.