Research On The Mode Construction Of Integrating Chinese Traditional Culture Into Middle School Geography Teaching ——Taking Tang Poetry As An Example

In the history of human social development,the Chinese nation,as the inheritor and creator of excellent culture,has formed a broad,profound,and unique Chinese culture.Among them,Chinese traditional culture is not only an important part of Chinese culture,but also the precious spiritual wealth of the whole Chinese people.Therefore,it is particularly important to inherit and develop Chinese traditional culture and make traditional culture glow with new vitality in the new era.Because the teaching content of geography not only includes the scientific knowledge of physical geography and human geography,but also pays attention to the differences and connections between regions,it is easy to have many connections in the collision between the teaching content and Chinese traditional culture.In addition,teenagers have a strong desire to learn traditional knowledge and culture,and they are in the key stage of learning in middle school.Therefore,the integration of Chinese traditional culture into geography teaching is not only conducive to enriching the practical content of geography teaching,but also conducive to the all-round development of teenagers in middle school.At present,the relevant research on the integration of Chinese traditional culture into middle school geography teaching mostly stayed at the level of teaching strategy,with scattered content and lack of operability.It needs to further explore the potential of Chinese traditional culture in geography teaching from the level of teaching mode.This study aimed to establish a teaching model of integrating Chinese traditional culture into middle school geography(hereinafter referred to as "culture-geography teaching model")and provided operable teaching procedures and operating methods.This study started with the connotation of Chinese traditional culture and teaching mode,and analyzed the teaching elements of the integration of Chinese traditional culture into geography teaching based on interdisciplinary theory,learning transfer theory and teaching design theory.Secondly,according to the analysis results,this paper put forward the process model of "culture-geography teaching mode",and expounded the matters needing attention in the management,design,and practice of teaching resources in detail.Finally,the data of "culture geography teaching model" in practice were collected through teaching experiments,and the teaching model was preliminarily corrected according to the results of data analysis.The main content of teaching mode was a systematic teaching process involving four elements: students,teachers,teaching content and teaching means.Therefore,to establish the basis of "culture-geography teaching model",we should first analyze the law of students' cognitive development,teachers' interdisciplinary teaching literacy,the traditional culture in line with the teaching content and the teaching means suitable for integrating into the traditional culture.Secondly,based on the analysis results of teaching process elements,this paper established the five principles of "culture-geography teaching model",and put forward the main contents of the teaching model,namely process model,teaching precautions and the selection method of Chinese traditional culture teaching resources.Then,the key linked in the process are obtained by summarizing the elements in the teaching strategy to form a conceptual model.Finally,we combined with the actual teaching situation,refined the conceptual model,and put forward a system process model composed of teachers' teaching cycle,traditional culture teaching resource cycle and students' learning cycle.Because teaching practice and traditional culture teaching resource management are more complex links in the process model,this study took "300 Tang Poems" as the case material,and expounded the specific operation methods and noted in this link in detail by analyzing the relationship between ancient poetry and geographical knowledge.Because the improvement of theoretical results needs to obtain data in the actual operation environment for further correction,based on the formative research methodology,this study further practiced the "culture-geography teaching model" with practical teaching experiments in order to correct the model.In the experiment,two classes of Grade 8 in the same middle school were selected as the control class and the experimental class respectively.The same content was selected for teaching.After class,the teaching experimental results were visually expressed through tests to improve the teaching mode.The teaching experiment results showed that the geography classroom teaching under the influence of the model could make learners easier to accept the teaching content,improve the learning efficiency,and help to cultivate the ability to connect the known geographical knowledge with the unfamiliar traditional cultural content.Through the feedback obtained from teaching practice,it was also found that there is a lack of mechanical and single application method of teaching resources in the "culture-geography teaching mode",and a solution was put forward.