Development Of An Integrated Curriculum For High School Geography Based On STEAM Education

The 21 st century is an era of globalization,knowledge and information,and in response to the demands of the new era on citizens,the study of literacy was born.In the framework of literacy at home and abroad,the ability to practice interdisciplinarity is considered one of the most important qualities,which is also the rightful meaning of the core literacy of the various disciplines in our country.In this context,this paper mainly adopts the literature research method and text analysis method to explore the presentation pattern and development process of geography-integrated curriculum in high school by drawing on the experience of STEAM education curriculum integration.The aim is to promote the development of students' interdisciplinary practical skills through the optimization of the senior secondary geography curriculum,with a view to enhancing the core geography literacy of senior secondary students.This study argues that STEAM education is an interdisciplinary and integrated education with the STEAM discipline as the main subject area,which is a unification of teaching philosophy and practice.The paper firstly explores the feasibility of curriculum integration in STEAM education to provide reference for the development of integrated curriculum of high school geography in China,including the similarity of the nature of the two disciplines,the intrinsic linkage of teaching content and the high fit of educational objectives;secondly,focusing on curriculum integration in the practice of STEAM education,we analyze the model of curriculum integration at the macro level with different degrees of disciplinary integration,and analyze the STEAM program of the U.S.Project Guide Agency at the micro level,and finally determine the project-based integration in the high school geography curriculum with the problem chain as the core,and adopt the wide-area disciplinary model with the curriculum presented in project form.High school geography project-based integrated curriculum development with a problem chain at its core must be guided by four principles: integrative,contextual,practical,and resource openness,and thus lead the curriculum development process.First,the subject cross-cutting content of the main knowledge points in the high school geography textbook is analyzed based on the principle of comprehensiveness to determine the project theme;second,the real and complex project context is constructed based on the principle of contextuality;third,the basic and driving questions in the problem chain are designed based on the principle of practicality;finally,students are provided with appropriate learning scaffolds based on the principle of openness of resources,including knowledge-based scaffolds,information-based scaffolds including mind maps,tools and resources,and paradigm-based scaffolds.Finally,the author constructs and presents a project-based integrated curriculum case based on the section on "Development and conservation of forests" in the Geography Compulsory Third Course.