Research On How To Use Language Knowledge To Assist High School Geography Teaching Strategy

With the development of the times and society, highly qualified talents with comprehensive ability are increasingly needed. To cultivate talents with potential, we should pay attention to basic education. High school is critical period of basic education to cultivate and improve students’ comprehensive analysis ability, dialectical thinking and abstract generalization ability.Grasping the links between separate disciplines has a greater role in promoting improving comprehensive ability in the future. Geography is a discipline combining natural science with social science, while language is a tool for people to exchange cultural, but also a subject for spiritual wealth accumulation. In high school teaching, if other subjects are called basic disciplines, language is foundation of them. Two disciplines both have some distinctive characteristics and basic contact, it will create some wonderful spark in depth integration.Using Chinese language in geography teaching as the assistance of knowledge can not only provide a reference of relevant subject knowledge for geography teachers, but also can help students have a better understanding and master the geography.The thesis makes a study of Chinese knowledge-aided geographical teaching with the methods of document analysis, questionnaire survey, interview, case analysis and generalization and combines theory and practice to propose strategies and viable suggestions. The thesis consists of the following parts.The first part mainly introduce research background, research significance, research status, research methods as well as research technical route.The second part is mainly about the concepts about Chinese knowledge-aided geological teaching in high school and refines theoretical points from the point of philosophy, pedagogy, psychology and geographical teaching, which lays a theoretical foundation for the thesis.In the third part, this paper mainly makes a questionnaire survey to students of two selected schools as survey respondents, and makes an interview with ten geography teachers in high schools of different municipalities and counties and students majoring in geographical education, moreover, it also makes an arrangement and analysis of data and answers acquired in the process of investigation and research to know the basic application situation and application effectiveness of the method of Chinese knowledge -aided geography in high schools. The result of this survey shows problems as follows:At first, although the application effect of Chinese knowledge-aided geological learning by students does not performs very well, students has demand of such a teaching method of Chinese knowledge-aided geological teaching, the reason why the application effect does not performs very well is that the application of teachers does not reach the students’expectation, which also lacks of interest. The second problem is that although teachers have expectation to Chinese knowledge-aided geological teaching, this teaching method could not be carried out smoothly for the objective factor of rare stages provided by relevant education departments and schools and subjective factor of inadequate Chinese knowledge of the teachers themselves.The fourth part mainly aiming at the result of this survey and the reason concluding such a result, this paper proposes relevant principles followed by Chinese knowledge-aided geological teaching. Combining specific cases, this paper integrates the strategies of creating contexts, cultivating sentiment and improving language performance using Chinese knowledge to assist geographical teaching. At the final part, this paper suggests that relevant education departments and schools should provide more stages for Chinese knowledge-aided geological teaching; Teachers should transform their concepts to well control the relations among disciplines and try to apply the method of Chinese knowledge to assist geographical teaching from different aspects and the students should intensify their consciousness of discipline permeation, lay a solid foundation of Chinese and geography subjects and communicate with their teachers frequently.Chapter five, namely the last part is served as a conclusion.