Applied Research On Infiltrating Moral Education In Geography Teaching Of Senior High School

The high school stage is an important period for forming a correct world outlook,outlook on life and values.The knowledge learned at this stage will be internalized in thinking and externalized in the practice.Therefore,it is necessary to carry out moral education for high school students.Affected by the college entrance examination system,the prevalence of examination-oriented education has led to the emphasis on wisdom and less on morality,which is contrary to the requirement of attaching importance to moral education.In this context,the state reiterates the importance of moral education,regards "cultivating people with morality" as the fundamental task of education,and requires giving full play to the educating advantages of various disciplines to form a pattern of collaborative education and comprehensive education.How to integrate moral education into high school geography teaching and improve students' moral literacy is something worthy of further study.The main research and conclusions of this paper are as follows:First,this paper focuses on moral education and infiltration of moral education.By consulting a large number of documents,it sorts out the research status at home and abroad,and expounds the concepts and related theoretical foundations of moral education and discipline moral education.Second,through relevant literature research,combined with the new geography curriculum standards,this thesis proposes the main moral education content covered by geography,including education on family and country feelings,education on scientific spirit and innovation consciousness,education on global consciousness,and education on human-land coordination.Afterwards,based on the four main moral education contents,the moral education elements included in the compulsory courses of the new Hunan Education Edition are sorted out.Thirdly,this paper uses interviews and questionnaires to investigate the current situation of some senior high school geography teachers in Guizhou Province,and draws the conclusion that the beneficial experiences include: a deep understanding of the curriculum standard;various penetration methods and forms;diverse penetration methods;continuous penetration.The existing problems are that the grasp of learning situation needs to be improved;the connection point between the two is not accurately grasped;the understanding of the penetration of moral education is shallow;the moral education evaluation mechanism is lacking.Fourth,this paper selects two lesson examples for applied research.According to the actual situation,the first lesson example is "China's Sustainable Development Practice" in the compulsory 2 of the old version of the People's Education Edition.After the experiment,this paper uses questionnaires to obtain feedback from students,and summarizes the problems in the experiment.The second lesson is the "Main Vegetation and Natural Environment" in the compulsory one of the new version of Hunan Education Edition.In the experiment,the problems that appeared in the first class example were avoided as much as possible.After the experiment,the students' feedback was obtained by asking questions in the classroom and further questions,and the results of the experiment were summarized.Through two class experiments,the following four conclusions are drawn,namely: High school geography can better penetrate moral education;In-depth analysis of the academic situation is conducive to the penetration of moral education;Properly extending the penetration time will help students internalize;Timely evaluation is conducive to optimizing moral education strategies.Finally,through the current situation investigation and case experiment,this paper puts forward the relevant strategies of high school geography infiltrating moral education from the perspectives of teachers and teaching.There are two main deficiencies in this study: one is that the evaluation form for obtaining students' feedback after the experiment is single;the other is that there is no evaluation standard for moral education grades.