Research On Geography Teaching Strategy Of High School Based On Interdisciplinary Integration

The new curriculum reform requires that contemporary education should improve students' ability of innovation and practice,and curriculum integration has become the general trend of curriculum reform.The geography discipline combines both humanities and nature,combining multidisciplinary knowledge and thinking methods.The compulsory side of high school geography is more important than natural geography.It has many difficulties and is inextricably linked with other disciplines.If teachers are good at solving geography problems through multidisciplinary tasks in the daily geography teaching process,they will achieve twice the result with less effort.Therefore,this paper takes the high school geography compulsory one of the PEP high school as an example to study the high school geography teaching strategy based on interdisciplinary integration,aiming to provide a better teaching method for high school geography teachers.This paper mainly studies the auxiliary role of multidisciplinary integration in geography teaching.The research methods such as literature analysis method,questionnaire survey method,mathematical statistics method and action research method are used.The main contents are as follows:(1)Clarify the research background and significance of this thesis,and grasp the current status of the research on geography teaching strategies based on interdisciplinary integration.Make a detailed and clear definition of relevant concepts and determine the theoretical basis of the paper.(2)By combing the textbooks of high school geography and other subjects with knowledge and thought methods,it is found that the high school geography must be closely related to mathematics and physics.The political and historical links of the liberal arts are weak,and the English connection is minimal.In the past five years of college entrance examination national I volume geography test and other disciplines in the fusion analysis,found that in the past five years of high exam questions,the score of the multi-disciplinary knowledge test is maintained between 30%-38%,mainly involving mathematics,Chemical,physical,and biological methods of knowledge.(3)Through the questionnaire survey of teachers and students,it is found that themulti-disciplinary knowledge method assists the high school geography compulsory one teaching has been widely recognized by teachers and students,and the teaching method of subject integration is feasible.In the high school geography compulsory one,English is the least connected subject,and the mathematics,physics,chemistry,and biological connections of the science department are relatively close.Teachers and students generally believe that the integration of multidisciplinary knowledge and thinking methods in geography teaching can help students improve their comprehension,memory and comprehensive ability,which is of great help to students' geography learning.(4)A detailed analysis of the problems arising from the multidisciplinary integration of high school at the present stage,and then put forward three principles.On this basis,the paper summarizes the measures of multidisciplinary integration and assisted geography teaching,and designs three interdisciplinary integrations to assist the high school geography teaching case.