Research And Teaching Exploration Of Multi-disciplinary Infiltration In High School Geography Teaching

The comprehensive characteristics of geography determine its inclusiveness and permeability to other disciplines.The implementation of multi-disciplinary infiltration teaching in high school geography classroom is to meet the needs of the times,to cultivate students' comprehensive perspective,and to give full play to the value of geography.High school geography multi-disciplinary infiltration teaching is conducive to the renewal of teachers and students' concepts,broaden students' horizons,develop students' comprehensive thinking and interdisciplinary awareness,so as to achieve the goal of cultivating the core quality of geography.After clarifying the research background,purpose and significance,this paper analyzes the research status and trend of "geography teaching" and "multi-disciplinary infiltration teaching" at home and abroad by using the literature research method.On this basis,it defines the concept of "high school geography multi-disciplinary infiltration teaching",summarizes its theoretical basis and feasibility and necessity of implementation.At the same time,the penetration of multi-disciplinary knowledge in the geography textbook of senior high school is studied.The penetration points of multi-disciplinary knowledge in "geography 1" and "geography 2" in the new textbook of Shandong Education Edition are sorted out,and the penetration characteristics are analyzed.Secondly,through questionnaire survey and classroom observation,this paper investigates the current situation of high school geography multi-disciplinary penetration teaching,and finds that:Although most teachers and students have realized the importance of high school geography and multi-disciplinary knowledge penetration,there are still many problems in the actual teaching,such as teachers' inadequate preparation of lessons,difficulty in grasping the scale of multi-disciplinary penetration;students' great learning sensibility In reason,interest determines learning attitude;schools do not pay enough attention,geography class is not enough.Finally,under the guidance of cognitive development theory,constructivism theory and learning transfer theory,this paper puts forward some corresponding solutions to the problems existing in the current situation of multi-disciplinary penetration teaching of Geography in senior high school,and designs teaching cases for front-line geography teachers to refer to.Through the investigation,we can know that: first,most teachers and students take a positive attitude towards the multi-disciplinary penetration teaching of high school geography,and think that this teaching method is conducive to improving the comprehensive quality of students.Secondly,geography teachers need to strengthen the study of professional knowledge and scientific and cultural knowledge,and can use a variety of ways for subject penetration according to the teaching needs;students also need to improve their initiative in learning and treat the penetration activities in the classroom rationally.Third,schools should pay more attention to it and create a good multi-disciplinary teaching platform for teachers.Fourth,the harmonious relationship between teachers and students is an important guarantee for the smooth implementation of multi-disciplinary geography teaching in senior high school.