Content And Methods Study On Secondary Education For International Understanding In Geography

Education for International Understanding is one of the new curriculum in education globalization, and it contain extremely rich content. From the perspective of academic integration, How to carry Education for International Understanding course out successfully? What are the meeting point for Geography teaching and Education for International Understanding? What are the characteristics of teaching methods when Education for International Understanding is integrated into geography teaching? And what kind of evaluation method is more suitable, etc. such issues became urgent exploring subjects. This thesis focuses on the content and teaching methods for integration of geography teaching and Education for International Understanding in secondary school. According to the "ordinary middle and high school geography curriculum standards ", this thesis seeks textbook content, fieldwork, themed events and multimedia teaching methods on the international understanding of geography, and proposes both process and outcome evaluation methods, to ensure students'comprehensive development.Chapter 1:Defined concept of education for international understanding. After Analyzing the difference of Education for International Understanding and Education International and Multicultural Education, this article defined six aspects of its meaning and its educational goals and characteristics.Chapter 2:The content of Educational for International Understanding in geography in middle school——Junior middle school geography textbooks——as a example.Chapter 3:"Three teaching methods" of integrating Education for International Understanding into geography. This thesis analysis three main teaching methods Fieldwork, Detailed analyzes field work six-steps mode by case. And proposes the importance of field sketch in fieldwork; Theme Activity Approach, analyzes its objectives and design principles, and proposes its different categories, and summarizes the simulation process of United Nations activities; Multimedia teaching, Fully mobilizes the students' visual, auditory, tactile, and forms multiple windows open teaching.Chapter 4:Analyzes the limitations of integrating Education for International Understanding into geography teaching, and proposes both process and outcome evaluation methods, to ensure students'comprehensive development.Chapter 5 Conclusions, lists the main conclusions and some personal suggestions.