Research On The Practice Of Interdisciplinary Integration Of Geography And Chinese In Geography Teaching In Senior High School

The increasing need for comprehensive and innovative talents in the new era,promotes the comprehensive reform of basic courses and realizes the cultivation of students' essential character and key ability.With the promulgation of curriculum standards for high school geography(2017),basic education has entered a new stage of development.It clearly puts forward four core qualities of geography discipline,namely,the concept of human land coordination,comprehensive thinking,regional cognition and geographical practice.However how to cultivate and strengthen students' comprehensive thinking,innovative thinking and improve geographical practice in geography teaching has set a major topic for front-line teachers.Under the background of the new college entrance examination reform,“choosing subjects to go to classes”,as well as more and more comprehensive questions in Gaokao papers,which focus on “situation setting” and test students' ability to solve practical problems,let us see that interdisciplinary integration is the general trend.In fact,many subjects in senior high school have internal relations,reflecting the characteristics of interdisciplinary,infiltration,and integration.Among them,as a basic subject,Chinese not only has rich readable and analyzable text resources,but also has many learning resources full of geographical elements.On the other hand,interdisciplinary Chinese and geography,it is more conducive to stimulate students' interest in learning,implement the cultivation of subject literacy and cultural understanding inheritance,and is also suitable for the preliminary attempt of subject integration.This paper is divided into four parts.The first part is mainly in the theoretical analysis and research.Firstly,it clarifies the overall research of the subject,collects and analyzes “interdisciplinary”theoretical researches and cases from the perspective of literature,so as to understand the research status at home and abroad,clarify the important concepts,and find the linking points in the integration of high school geography and language and literature.The second part mainly analyzes the teaching content and practice cases of the integration of geography and Chinese in senior high school from four dimensions.One is to analyze the potential geographical elements in high school Chinese textbooks,coordinate with Chinese teachers to sort out 1-5 compulsory books and optional textbooks,and find out the integration of geographical knowledge in high school geography textbooks,so as to complete the resource reserve of subject knowledge integration.The second is to analyze the typically integrated teaching design of geography and Chinese.It is found that the integration is not simply the superposition of subject knowledge,but the organic integration of subject knowledge and thinking.The third is to analyze the typical classroom record of Geography and Chinese integration teaching practice,and create the teaching situation of integrated curriculum,especially the activity design,from the perspective of teaching practice.The fourth is to analyze the geographical elements internalized in the geographical examination questions,which point to Gaokao,analyze them from the perspective of practical application,and test the learning effect,aiming to force the integrated teaching practice.The third part is to summarize the principles and strategies of interdisciplinary integration of geography and Chinese,and carry out the action research of interdisciplinary integration teaching practice with “24 solar terms” as the theme and content according to their own conditions.With the thinking of “integration”,the teaching strategy of “thematic learning” is put forward,and in Chinese the “24 solar terms” is put forward with task groups “traditional culture thematic discussion”.In addition,we also carried out innovative practice activities,such as exploring the relationship between “24 solar terms” and Chinese food culture,writing social practice investigation reports,organizing students to carry out rich and diverse cultural and creative activities of solar terms,and using “30% classroom performances + report exhibition shows 40% + board designs 30%”comprehensive evaluation.The fourth part is the creation of interdisciplinary geography integration of the second classroom “Bayu Cultural Trip” research travel course.First,under the regional background of Chongqing,the interdisciplinary integrated learning of geography and Chinese should be further deepened by using natural resources and cultural resources.Comprehensive practical activities such as mapping ancient poetry of Bayu,researching tour of architectural culture of Bayu,and the original literature campus competitions on “city of humanities,great beauty of Chongqing” should be carried out.Then,interdisciplinary curriculum of geography and Chinese of “Bayu Cultural Tour” should be expanded and integrated with history,biology,fine arts and many other disciplines.The fifth part is the research conclusion,which provides a feasible path for the interdisciplinary integration of geography from the four dimensions of geography teaching resources,thematic thinking,teaching form and classroom practice.Meanwhile,it also finds some limitations such as insufficient integration and action research.At the same time,it also proposes to rely on the advantageous resources of scientific research projects,expand the research scope of teaching practice,and enhance the prospect of multidisciplinary cooperation and development.