| The early 21st century witnessed a worldwide education and teaching reform, demanding that the focus of education be an overall development of each student. So far, related experimental and practical achievements have been made overseas, however, in China, due to the system of polyclinic, the problem of disciplinary barriers tends to get worse and worse, which harms the students'overall development and formation of a comprehensive ability, therefore, a change is urgently needed. An effective attempt, the penetration of all subjects in high school geography classes is put forward in this paper, which enables geography to take its own advantage to help students form a multi-angle and comprehensive way of thinking and establish a knowledge system of all high school disciplines.This paper takes high school geography multidiscipline penetration as the research object. The first part elaborates the significance of high school geography multidisciplinary infiltration from its characteristics and the needs of era development, showing the aid of high school geography multidisciplinary penetration in modern education. It also summarizes the research results related at home and abroad from the aspects of theories, cases and strategies, pointing out the fact that the content of penetration isn't so comprehensive and the conclusion not so detailed and completed. All these problems mentioned above direct the way of the breakthrough expected to make.Then, through literature research method and on the basis of an analysis on the domestic and foreign research status, this passage provides a theoretical foundation for the multi-disciplinary penetration in high school geography classes from the 7 sides of the concept of "Discipline":philosophy, sociology, science background, psychology, pedagogics and geography of course. At last, the passage finally defines interdisciplinary in this way:Based on geography, the definition of interdisciplinary association is the transfer and comprehensive understanding of knowledge, technique, method, ideology and etc. of different subjects in class education of geography. In the end, the passage further analyzes the importance specific subjects, and possible approaches of multi-disciplinary penetration in high school geography classes.On the basis of research above, this paper uses high school geography textbooks mainly as a starting point to analyze and sum up what disciplines are penetrated and what knowledge are transferred. It also summarizes the permeability characteristics, which includes penetration types, different approaches and degree of penetration. Besides, in order to understand the current situation of multi-disciplinary penetration teaching in high school geography classes, a questionnaire survey was made among some front-line high school geography teachers as well as students, and the dates were also analyzed carefully in the method of quantitative analysis, and found that both teachers and students believed though multi-disciplinary penetration is needed in geography teaching, there are some existing challenges in the specific implementation, mainly including:The consciousness of teachers and students are not in place, teachers' knowledge is not extensive, the process of discipline isn't coordinating, test evaluation standards are not reasonable and the degree of penetration isn't easy to grasp. This paper summarizes the problems encountered in the multi-disciplinary penetration in high school geography teaching in terms of teachers, students and external factors and in turn, puts forward proposals to resolve from the terms of teachers, students and education management. The proposals are listed below:The knowledge of teachers' should be broadened, their comprehensive qualities should be guaranteed, students' constructive comprehensive knowledge system and thinking ability be cultivated, and education administrative institutions should design books and arrange the time of each period reasonably. |
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