The Research Of Geographical And Historical Teaching Of Integration In High School Geography

Geography is a comprehensive and extensive subject, which involves both natural science and social science. Geographical environment is a carrier of human survival and created civilization. We are commonly known that geography has a close relationship with history. In the teaching of high school geography, we often come across some geographical problems related to history. We found that the students could not find the relations between geographical and historical knowledge, and separated them when solving the problems. As a result, they spent a lot of time doing some useless work. It is the need of all the countries that the education today calls for the all-rounder education, instead of the specialized education. Also, the "3+X" program of College Entrance Examination in China, which means the students should take part in the test of Chinese, Mathematics, English and other subjects determined by the local educational department, requires the students to have the interdisciplinary ability of comprehensive thinking and integrating different subjects organizationally.In this thesis, based on the theory and practice of teaching of integration, the author analyzes the meaning and methods of geographical and historical teaching of integration from different viewpoints, in the light of the practical experience of high school geography teaching. The author also tries to find an effective way to help the students understand the geographical and historical knowledge of middle school deeply and organizationally, and improve their comprehensive ability and quality, through the organic combination of geography and history. The thesis consists of five parts:In the first part, the author makes an exposition of the background of the geographical and historical teaching of integration and the theoretical and the practical meaning of this research, to find an effective way of the teaching of integration, and to train the students of their comprehensive quality.In the second part, the development and the present situation of geographical and historical teaching of integration at home and abroad are reviewed.In the third part, the main research methods are mentioned, involving action research, interview, survey and the education experiment.In the last two parts, the whole experiment we made is described in details, and the conclusion based on the experiment is made. The author proposes three ways to integrate geography and history organizationally. Firstly, we can embody the integrating learning in the daily teaching. For example, we can create specific conditions through historical knowledge, to arouse the students' interest; we can help the students get a deeper understanding of the geographical knowledge complex with historical knowledge; infiltrate the Chinese civilization and enhance the national pride in class. Secondly, promote the geographical and historical teaching of integration in the revision. The specific methods are tapping the deeper or comprehensive meaning of the knowledge from both the spacial perspective and the chronological perspective, proposing the effective ways of revision for the art class students, based on the characteristics of the comprehensive questions and the combining point of the geography and history when analyzing the questions in College Entrance Examination of Social Science. Thirdly, do the activities of geographical and historical teaching of integration in inquiry learning.