A Study On The Application Of Science Knowledge In High School

The concrete objective proposed in the Reform Program for Basic Curriculums (Trial) argues that the current situation of curriculum structure will be modified for it stresses more on the discipline-based, subject-multiplied and conformity-lacking curriculum structure. Therefore, it is a necessity to permeate other relevant disciplines into high-school geography teaching. Combined with social science and natural science, it is comprehensive, and focuses on both perceptual knowledge and rational knowledge. Geographical knowledge system has extensive connections. Taking use of relevant disciplines knowledge not only helps students understand and memorize geography knowledge and principles, but can transfer knowledge to relevant disciplines. In this way, they can enhance one another. By utilizing other disciplines knowledge or thinking methods to explain and teach geography, the teachers can help students accept and understand Geography knowledge easily. The students’thinking and interests can thus be developed and aroused.Based on the teaching contents about Geography required course1in high school under the new curriculum standard and adopted the methods like literature analysis, questionnaire method, inductive method and inductive method, the article mainly aims to study the Science knowledge permeation into high school geography teaching. The main contents can be divided into the following four parts:The first part clarifies the relevant definitions, the theoretical basis and the literature review.By using the method of questionnaire and consulting the recent literature, the second part researches the geography teacher’s perspectives and their own actions on making use of scientific knowledge in geography teaching. In addition, in access to data from the recent literature, the students’attitude, difficult points and their causes are further explored. Also, it argues that the application of the science knowledge into the geography teaching is greatly approved by geography teachers. Physics and mathematics are subjects which have more relevance with geography. The students can have a better understanding of the theories by mastering other relevant subjects. However, there still exists some problems:the degree of the penetration is hard to control; the geography teachers usually have a limited knowledge on science knowledge so that they can’t always handle the science knowledge properly.The third part concluded the penetration point between science disciplines and physical geography, and gave examples to provide a reference.The fourth part puts forwards the principles when permeating scientific knowledge into geography teaching, like timely-advisably-moderately, highlighting the geography subject and teaching students in accordance of their aptitude. Meanwhile, two teaching design for reference.The last part is the conclusion. It combs and summarizes this study’s process of research and makes some reflections and expectations.