Analysis Of Multi-subject Infiltration In Geography Teaching Of Senior High School From The Proposition Of Geography In College Entrance Examination

Geography plays a vital role in middle school education,which can not be replaced by other disciplines in cultivating all-round talents.Therefore,the quality of geography teaching will affect the level of geography knowledge of the young generation,and further relate to their humanistic quality and way of thinking.Geography educators shoulder the important task of popularizing geography education to teenagers.To complete this task efficiently,they should not only supplement geography knowledge but also study geography teaching theory constantly.In this paper,the research object is the multidisciplinary penetration of high school geography teaching.First,from the perspective of the characteristics of geography and the requirements of social development,this paper describes the research value of the subject of multi-disciplinary penetration of geography in senior high school,showing that the implementation of multi-disciplinary penetration of geography in senior high school teaching is beneficial to basic education.In addition,for the domestic and foreign education related issues,this paper can be classified and summarized from the theory,case,countermeasures,in addition to put forward their conclusions on the infiltration content need to be further improved.This is also the part of the topic that needs to be fully breakthrough.Teaching based on previous research conclusion,this article focuses on hunan version and are required of high school geography teaching material as the research object,to tease out the geographical penetration of disciplines and the corresponding knowledge,and summarizes their penetration characteristics,research include: the species diversity of infiltration,penetration level hierarchical,osmosis style diversification.Then,in order to ensure the high school geography full and accurate to the subject in the process of teaching implementation of the actual situation of multidisciplinary penetration,this paper USES the questionnaire survey the method to a line of high school geography teacher in Harbin and conduct a corresponding survey of high school students,using quantitative analysis method for the data related to implement corresponding parsing,through the questionnaire survey found that highschool geography teacher and student are recognized in the geography teaching process to conduct multidisciplinary penetration,but in the actual classroom teaching will still face many problems.There are a series of related problems,such as teachers’ lack of knowledge of other subjects,inconsistent teaching progress of different subjects,teachers’ and students’ insufficient understanding and inability to control the degree of penetration.This article from the teacher,student,external factors this three part summarized the relevant problems,and for this part of the problem from the teacher,students,education external environment for the three parts,in turn,points out that the response to the multidisciplinary penetration strategy,mainly include: use of continuing education to broaden teacher knowledge,promoting the comprehensive quality of teacher,a reasonable set of disciplinary teaching progress and a series of relevant policies.