Research On Teaching Design Of Marine Geography In High School From An Interdisciplinary Perspective

China is facing increasing challenges in maritime security.However,citizens,especially high school students,lack of the awareness in the current severe marine situation.Therefore,there is an urgent need to promote marine education in high school.Geography plays a unique role for students to raise the ocean awareness as well as to understand the basic ocean related knowledge;in addition,the geography curriculum standards in the high school clearly state that " geography education should integrate scientific development education,national security education,ocean awareness education,etc.,with an emphasis on exploring the relevant links between geography and other subjects".Therefore,it’s crucial to investigate how to teach using an interdisciplinary approach to educate high school student the marine knowledge so that they would deepen their faith in the importance of territorial sea.The current thesis summarized and reviewed the current research across the world including the topics of "discipline integration","marine geography" and "marine geography teaching",and then pointed out a gap between the interdisciplinary approach and marine geography teaching.To fill this gap,the current paper first examined the relevant knowledge and ideological links across the curriculums and then investigated the basic principles and process of teaching design using interdisciplinary approaches in high school marine geography course,under the guidance of constructivism theory,multiple intelligences theory and zone of proximal development theory.A typical case study for teaching design via interdisciplinary approach is also included.From the investigation,the following main research conclusions are drawn.First,marine geography in high school is most closely related to physics and political science.Specifically,the requisite geography course one and optional geography course one are associated with physics,chemistry,and biology.The requisite geography course two and optional course two are related to political science and history.Secondly,the teaching design of high school marine geography using interdisciplinary approach should follow the four basic principles including subject dominance,moderation,timeliness,and accuracy.Furthermore,before carrying out the interdisciplinary teaching design in high school marine geography,it is necessary to examine the content links across multiple disciplines and to analyze the pre-existing conditions from the three aspects including curriculum standards,textbooks,and students’ prior knowledge.This would be helpful to determine the directions and levels of curriculum integration.Additionally,the course objectives should reflect the dominance,integrity,development and operability of marine geography as well as overcome teaching challenges via interdisciplinary approach.The teaching methods should be situatable and diverse based on the course objectives and contents,with an emphasis in cooperative learning.During the instructional processes,interdisciplinary teaching was carried out from four aspects:introduction,situation,explanation,and assignment with the incorporation of multimedia.Last but not least,teachers should restructure and refine future iterations of the course based on multiple evaluations.The last chapter of the thesis includes a sample teaching design of a chapter《Ocean and Humanity》in the requisite geography course one.This chapter integrates the ideas and contents from political science,history and biology.The teaching design consists of four sections: introduction,situation,explanation and homework.The current research is expected to provide a reference for teachers to design marine geography teaching in high school using interdisciplinary approach,and improves the teaching strategies in marine geography.