地理核心素养与大概念教学的国内外研究综述

Review of Domestic and International Research on Geographical Core Competencies and Big-Idea-Based Teaching

摘要: 随着《普通高中地理课程标准(2017年版2025年修订)》的实施，核心素养导向下的高中地理教学改革不断深化，大概念教学逐渐成为地理课程与教学研究的重要方向。大概念教学强调以具有统摄性、迁移性和学科本质属性的高位概念统整教学内容，通过单元整体教学、真实问题情境和深度学习活动，促进学生形成结构化知识体系与地理核心素养。文章在梳理国内外相关研究成果的基础上，围绕“地理核心素养”与“大概念教学”展开相关文献述评：国外研究主要形成了以概念为本课程、UbD逆向设计、“强力知识”等为核心的理论体系，强调知识理解、迁移应用与真实性学习；国内研究则经历了由知识技能导向、核心素养导向到大概念统领的发展过程，研究重点逐渐转向大概念内涵、大单元教学、深度学习以及核心素养融合路径等方面。当前研究已取得一定成果，但仍存在大概念界定不统一、地理学科特色不足、教学评价体系不完善及实证研究薄弱等问题。未来研究应进一步加强地理学科大概念体系建构，深化大概念教学实践研究，完善概念性理解评价机制，以推动高中地理核心素养真正落地。

Abstract: With the implementation of the Geography Curriculum Standards for General Senior High Schools (2017 Edition, Revised in 2025), the reform of geography teaching oriented toward core competencies has continued to deepen, and Big-Idea-Based Teaching has gradually become an important direction in geography curriculum and instructional research. Emphasizing overarching, transferable, and discipline-specific concepts, Big-Idea-Based Teaching integrates instructional content through holistic unit design, authentic problem situations, and deep learning activities, thereby promoting the development of structured knowledge systems and geographical core competencies among students. Based on a review of relevant domestic and international studies, this paper examines the literature concerning geographical core competencies and Big-Idea-Based Teaching. International research has established theoretical frameworks centered on concept-based curriculum, Understanding by Design (UbD), and powerful knowledge, highlighting conceptual understanding, knowledge transfer, and authentic learning. In China, research has evolved from a knowledge-and-skills orientation to a core-competency orientation and, more recently, to a Big-Idea-centered approach. Current studies mainly focus on the connotation of big ideas, large-unit instructional design, deep learning, and the integration of core competencies into teaching practice. Although considerable progress has been made, several challenges remain, including inconsistent definitions of big ideas, insufficient reflection of geographical disciplinary characteristics, inadequate evaluation systems, and a lack of empirical research. Future studies should strengthen the construction of a geography-specific big-idea framework, deepen practical investigations of Big-Idea-Based Teaching, and improve assessment mechanisms for conceptual understanding, thereby facilitating the effective implementation of geographical core competencies in senior high school geography education.