Strategy And Case Design Of Integration Course Of Geography And Physics In Senior High School

The eighth reform of the basic education curriculum,which was launched in 2001,gradually tended to be comprehensive and unified in the subject curriculum,emphasizing that basic education is based on the improvement of the overall quality of students and cultivating students to become harmonious people.The General High School Geography Curriculum Standards（2017 Edition revised in 2020）clearly mentions that"cultivating students’comprehensive thinking"is one of the core qualities for developing students’geography,"closely linking students’life experience and using comprehensive perspectives to understand the geographical environment"^[1].In the context of the educational needs of cultivating students’balanced development,the improvement of students’literacy and ability to learn across disciplines has become one of the important tasks of basic education,coupled with the increasingly strong demand for compound talents in the 21st century society,it also implies that the development of interdisciplinary integration courses is imperative.Based on the current research status of the integration course at home and abroad,this thesis conducts research and practice on the integration course between disciplines.First of all,through literature combing,analyze the current research status of integrated curriculum at home and abroad and summarize the existing theoretical achievements;secondly,with the help of questionnaires and interviews to investigate the teaching of inter-disciplinary integration courses in the current basic education stage,understand the reasons for the obstruction of the implementation of integrated courses;thirdly,based on national curriculum standards,combined with local and school characteristics,put forward relevant strategies for designing inter-disciplinary integration courses,and independently design inter-disciplinary integration course cases;finally,for the self-developed integration courses-"Interdisciplinary School-based Curriculum Design-Take some cases in the high school geography and physics integration course as an example to carry out teaching practice,summarize the teaching effect,and put forward prospects.The research conclusions are drawn:First of all,through the analysis of literature related to the integration course at home and abroad,it is found that the total amount of research results on the integration course at home and abroad is small,and it is scattered in the three major fields of integration within disciplines,inter-disciplinary integration and supra-disciplinary integration,and there are few research,practice and achievements of the integration course between basic education disciplines,which need to be supplemented urgently.Secondly,through questionnaires and interview surveys,it was learned that the current middle school students only have a superficial understanding of the concept of inter-disciplinary integration courses,and the number of times that middle school front-line teachers carry out inter-disciplinary integration course teaching is generally small,or even undeveloped;teachers carry out integration courses have practical difficulties such as school resource limitations,their own quality restrictions,and uneven student abilities;focusing on the attitude level of teachers and students,front-line teachers generally recognize the importance of the implementation of integrated courses to promote the development of students’comprehensive ability.Students have a high degree of acceptance of the inter-disciplinary integration course.Thirdly,this thesis proposes the strategy of designing and developing integrated curriculum,including four aspects:inter-disciplinary integration course design principles,design methods,design steps,and design considerations.Based on this,the inter-disciplinary integration curriculum for the basic education stage is designed-"Interdisciplinary School-based Curriculum Design-Taking the High School Geography and Physics Integration Curriculum as an Example".With the main concept of"approaching science and exploring nature",the fusion course is divided into three themes:"entering the universe,understanding the earth","entering the mysterious atmosphere,exploring natural phenomena","entering the water polo village,visiting the water world",which specifically includes 10 lessons of cosmic exploration,lunar phase change,scientific exploration of the earth’s interior,life is endless-the earth is in constant motion,the atmosphere is"heated",the formation of sea and land winds,the mysterious"wind",the long-distance travel of small water droplets,the river shaping the landform,and the astronomical perspective of the tides.Fourthly,the author carried out teaching practice on the three sections of"Scientific Exploration of the Earth’s Interior","The Formation of Sea and Land Wind"and"Mysterious’Wind’"in the integration course,and the effects were summarized as follows:（1）The integrated course teaching has obvious advantages over ordinary classrooms in mobilizing students’enthusiasm for learning and classroom participation;（2）the teaching of integrated courses between disciplines can more effectively stimulate students’high-level thinking and deep learning;（3）compared with traditional teaching classrooms,students in the integrated course teaching classrooms master knowledge,Skill methods are faster and more efficient to learn.