A Case Study Of Interdisciplinary Knowledge Integration Teaching In High School Geography

Geography is a highly comprehensive subject,which has both natural and humanistic attributes.The content of geography in high school is more closely related to nature and society.However,based on the current teaching system of different subjects in China,the connection and integration between subjects are still limited.With the development of economy and society,the progress of science and technology,the exploration of the laws of science education has also made a great breakthrough in the breadth and depth of the development of disciplines.The links between disciplines are becoming closer and the boundaries of disciplines are becoming increasingly blurred.At the same time,the requirement of cultivating students' comprehensive thinking ability provides an opportunity for the development of interdisciplinary integrated teaching.This article is based on high school geography teaching,centering on core concepts such as “interdisciplinary teaching” and “knowledge integration”,and on the basis of constructivist learning theory,multiple intelligence theory,and learning transfer theory.Firstly,through the literature research to comb on aspects of teaching high school geography interdisciplinary integration research ideas,methods,and summarizes domestic and foreign research present situation of interdisciplinary teaching.Secondly,the paper sorts out the knowledge points that can be used for interdisciplinary knowledge integration teaching in Geography 1 of the People's Education Edition.Thirdly,according to students' questionnaires and interviews with senior high school geography teachers,we have in-depth understanding the cognition and implementation of high school geography interdisciplinary knowledge integration teaching from different perspectives,and combined with the analysis of existing interdisciplinary integrated teaching cases,summarizes the characteristics of current high school geography interdisciplinary knowledge integration teaching cases based on the analysis of existing interdisciplinary integration teaching cases.Finally,the design principles of geography interdisciplinary knowledge integration teaching cases are proposed,and representative teaching cases of geography interdisciplinary knowledge integration are designed for practice and reflection.The main conclusions are as follows:Firstly,through sorting out the interdisciplinary knowledge in PEP's Geography1,it is found that there are many knowledge points that can be used for interdisciplinary integration teaching,and teachers have certain knowledge basis and feasibility to integrate the contents of various subjects in geography teaching according to knowledge connectionSecondly,from the survey of students and teachers,it is found that the current high school geography interdisciplinary knowledge integration teaching has problems such as students' limited understanding and acceptance of geography interdisciplinary integration teaching,weak initiative,and teachers' limited cognition and ability in interdisciplinary integration teaching,and lack of innovation.Through the analysis of the existing geography interdisciplinary teaching cases,it is found that the foundation of most of the current geography interdisciplinary integrated teaching design and implementation is knowledge connection.Secondly,summarize the existing problems and enlightenment of the current high school geography interdisciplinary knowledge integration teaching from the investigation of students and teachers and case analysis;students have limited understanding and acceptance of geography interdisciplinary integration teaching,and their initiative is not strong;teachers' cognition and ability of interdisciplinary integration teaching are limited,and innovation is insufficient;the basis of the design and implementation of geography interdisciplinary integration teaching is knowledge connection.Thirdly,clarify the design principles for teaching cases of interdisciplinary knowledge integration in geography as follows: take the curriculum standard as the guide,integrate disciplinary knowledge and cultivate comprehensive thinking;students as the main body,around the core issues of the arrangement of integrated inquiry;based on the principle of moderation,rationally integrate knowledge to create teaching situation;taking geography as the foundation,combining the characteristics of subjects to innovate teaching design.Fourthly,it designs teaching cases of interdisciplinary knowledge integration in geography.Through the design and practice reflection of teaching cases,it is found that: how teachers can properly apply the interdisciplinary knowledge integration design is the difficulty in the design of interdisciplinary teaching cases;it is difficult to implement the actual case of geographic interdisciplinary knowledge integration.Therefore,the teacher in the design and practice of the geographic interdisciplinary knowledge integration from the formulation of the teaching goal,teaching content should be clear and the selection of the teaching method of fully prepared,clear the students the current phase of the knowledge base and the psychological development maturity,to develop the case teaching practical teaching,effective teaching.