Exploration And Empirical Research On The Effective Integration Of Geography Teaching And Curriculum Ideology And Politics In High School

Education is a long-term plan for the country's prosperity and national rejuvenation.The report of the 18 th National Congress of the Communist Party of China puts education at the top of improving people's livelihood and strengthening social construction.The fundamental task of education is to establish morality and cultivate people.The idea of curriculum ideological and political education has enabled education to "establish morality" in "establishment of morality" and "establish morality" in "establishment of morality",realizing the integration of the two.At present,the development of ideological and political courses at the middle school level is lagging behind.In general,curriculum ideological and political construction is at the stage of theoretical development,and there are fewer empirical research methods and methods.This article aims to study the feasibility of ideological and political integration of geography teaching in senior high school and to conduct preliminary empirical research.The results of the study are as follows:(1)According to the survey of front-line teachers' ideological and political understanding of geography curriculum and its implementation,it is shown that teachers have a low level of understanding of curriculum ideological and political education but a high degree of approval.Moreover,most teachers said that they would add curriculum ideological and political concepts in their usual teaching,and there are also a small number of schools that explicitly require the inclusion of curriculum ideological and political concepts.(2)The survey results show that there are problems in the implementation of curriculum ideology and politics,such as inadequate implementation of concepts,deviations in teacher cognition,lack of teaching resources,and difficulty in integrating ideology and politics in geography courses.(3)Based on the literature study,this research divides the senior high school geography curriculum ideological and political into 7 major ideological and political categories according to the curriculum ideological and political construction target requirements and content focus,combined with the high school geography curriculum standard(2017 edition)and the characteristics of geography disciplines A system of 26 ideological and political elements.And dig out the ideological and political elements in the teaching materials,and integrate them into the teaching fragments and teaching design.(4)Applying the teaching fragments containing ideological and political elements in "Geography 1" to the actual teaching process,through comparison and observation,it is found that:(1)The head-up rate of students in the experimental class with ideological and political elements is significantly higher than that of the control class with normal teaching.(2)The experimental class is higher than the control class in the basic teaching indicators of average academic performance,average student satisfaction and the frequency of ideological and political factors in the thesis.(5)Applying the teaching fragments containing ideological and political elements in "Geography 1" to the actual teaching process,through questionnaire surveys,it is found that:(1)The students in the experimental class have more positive behaviors than most ideological and political elements in cognition and behavior selection.Control class.(2)However,the experimental results also found that there is no significant difference in the choice of positive behaviors in ideals and beliefs,a reasonable view of resources,collaboration ability,and family responsibilities,but there are significant differences in negative behaviors.The above research results show that the development of geography curriculum ideological and political has a certain effect,but the construction process has a long way to go,and it cannot be completed overnight.It needs a continuous deepening process.