Senior High School Geography Teaching Strengthens The Practical Research Of Subject Ideological Cultivation

The new curriculum standard proposes to cultivate the core literacy of middle school students,and the establishment of the core literacy of geography disciplines.Based on the problem of clarifying the essence of geography,we will explore its educational value.The essence of geography is that the fundamental reason that geography is different from other disciplines is its unique thinking.It is the core that must be adhered to and enriched in the process of evolution,inheritance and perfection.The idea of geography is an important concept and inference that human beings have summed up by scientific experts on the basis of scientific understanding of various geographical events on the surface of the earth,analysis,abstraction and refinement of the nature,discipline and characteristics of geography.law.Guiding the selection and use of geography methods determines the development level of middle school students' geographic core literacy.Through literature analysis and practical investigation,it is found that the current research on the cultivation of disciplinary ideas in geography teaching in high school has problems such as insufficient empirical research,partial separation of theory and practice,lack of systematic research content,and less relevant research under the core literacy orientation.Based on the literature analysis method to sort out and define the core literacy of geography,geography teaching,subject thinking and the connotation of geography,comprehensive consideration of the era mission,core literacy requirements of high school geography teaching and the cognitive level of high school geography teaching objects.The psychological characteristics and other factors,integrating the geography subject and the core literacy of the middle school,finally summed up the high school geography thoughts into the human relationship theory,the overall and systemic thinking,the comprehensive analysis and comparative thinking,the regional space and scale thoughts,the map ideas and The six main ideas of geography practice,and on the basis of analyzing the relevant literature,respectively expounded the ideological content and the way of thinking that applied the idea to understand the geographical phenomenon.Questionnaires,interviews and other survey methods were used to investigate the current situation of the cultivation of high school geography-enhanced subjects in four high schools.The survey targets geography teachers and students in four schools.Based on the analysis of the survey results,the problems are found and the reasons are summarized.Combined with the theoretical and practical results,the education and teaching strategies for teachers,students and schools are put forward,including the evaluation scale of the students' geography level and the teachers' reflection on the subject ideological teaching.The basis for the design of the classroom observation scale and other strategies,combined with specific teaching content,was further clarified.Finally,based on the classroom observation scale and the student geography subject level evaluation scale and related theories,the design and practice of the curriculum in the past two months were carried out in thehigh school of Panshan County,Panjin City,Liaoning Province.The practical results prove that the teaching ideas and methods of strengthening the geography subject can be recognized by most students,which can stimulate students' enthusiasm for studying geography and help students to form and develop their core cultural literacy.From the theoretical and practical aspects,it provides a methodological reference for the practical research on the cultivation of high school geography teaching intensified subject thinking under the core literacy orientation.