| The report of the 19 th CPC National Congress and the Guidelines for Improving the Education of Excellent Traditional Chinese Culture both point out that culture is an important part of education,and that educators play an important role in inheriting and developing excellent traditional culture.As one of the outstanding traditional cultural representatives of Chinese culture,the 24 solar terms embodies the wisdom the ancient Chinese working people.The connotation of geographical knowledge contained in the24 solar terms is also a treasure worthy of continuous exploration by geography educators.The geography textbook for the eighth grade in PEP edition tells the story of Chinese geography from the perspective of life,closely following the goal of "learning the geography in life and learning the geography useful to life",and displaying the wonderful rivers and mountains of the motherland from the elementary to the profound.This study mainly adopts literature research method,questionnaire survey method,educational practice method and interview method.By using questionnaire survey,interview and practice observation,this research investigates the application status of the 24 solar terms in junior middle school geography teaching and students’ attitude towards geography subject.In addition,taking advantage of interviews,the researcher further understood the teachers’ views on integrating the 24 solar terms into the geography teaching of junior high schools as well as their evaluation and suggestions on the teaching results of the researcher.Through study and practice,the researcher has carried on the theoretical exploration on how to apply the knowledge of 24 solar terms into the geography class of junior high school,and put forward the principles that should be followed and the applicable ways.In addition,this study excavates the geographical knowledge of the24 solar terms,integrating teaching design into different aspects of teaching,implementing the geographical knowledge of the 24 solar terms in actual teaching and adopting the form of questionnaire survey and interview to understand the views and attitudes of students and teachers towards this study.Judging from the feedback of students in class,this study does play a role in stimulating students’ interest in learning,and also expands students’ knowledge to a certain degree,making students realize the idea that geography comes from life and can also be used in life.From the feedback of teachers,they hold a positive attitude towards this study,but also consider the arrangement of class hours and the possible problems in the implementation of different grades.Finally,from the researcher’s own practice of research,the study elaborates the problems found in the research and the refection of this research.Based on the result of this research,twenty-four solar terms can be incorporated into the junior middle school geography teaching to improve students’ interest in geography learning,enhancing students understanding of twenty-four solar terms and promoting students to apply geography knowledge to life.However,this study also has some shortcomings.The 24 solar terms cannot be used throughout the geography teaching in China,so it can only be used as a teaching resource at present.Teachers need to think twice in the process of choosing the solar terms,and should not apply them blindly or put the cart before the horse.As a result,the researchers advocate that this study can organize varied discipline groups to study together.By implementing the teaching of solar terms in different grades and even different periods,it is not only helpful to the cooperation between teachers,but also can promote the progress of teachers’ personal ability,and help teachers better understand the effect of excellent traditional culture on promoting geography teaching,so as to promote the development and application of geography teaching resources in the 24 solar terms,and further promote junior middle school geography teaching. |
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